The article presents its authoress&apos; autobiographic experiences and reflections related to social learning in the Summer School for Young Researchers on Adult Education. The analysis is based on the following social theories of learning: A. Bandura&apos;s social learning theory, E. Wenger&apos;s concept of communities of practice, and R. Zajonc&apos;s notion of social facilitation. Basing on these theories and personal experiences the authoress discusses the way in which the annual meetings of young researchers facilitate the process of creating one&apos;s professional identity, that is how the researchers learn to enter the world of academic community. The authoress shows that social interactions between participants, their common problems and interests, as well as opportunities to observe how other participants behave create learning situations. Acting within one area and learning through observation make it possible to acquire knowledge about established norms and values in the community we belong to. New models of reactions and behaviors are acquired by either direct experience or observation. She believes that this particular way of learning is fostered during the annual meetings at the Summer School for Young Researchers on Adult Education.
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