Recent demographic projections show that longevity has become a widespread social phenomenon. The most immediate reaction to increased life expectancy tends to focus on concerns about the financial impact on pension and healthcare systems, above all else. This reaction limits itself to assessing the quantitative magnitude of the phenomenon and its effects on welfare systems but does not contribute in any way to building a new culture of ageing. This contribution, on the one hand, aims to reflect on the idea that pedagogy, within the framework of lifelong education, should include ageing within its scope – considering the complexity of its many aspects – in order to develop a new way of thinking about, representing, and experiencing the later stages of life; on the other hand, it focuses attention on the future of educational professions in active ageing.