<p>Cultural learning is a crucial part of human life, and there has been extensive interest in identifying mechanisms of cultural learning. Many theories of cultural learning focus on the transmission of units of information between individuals through a variety of social-cognitive mechanisms from imitation to mentalizing to interpretation of behavior. However, recent work in philosophy and phenomenology has undermined this approach by suggesting both that the content of this transmission cannot be independently defined outside of specific practices and that the third-personal observational stance assumed by these theories does not reflect the primarily interactive, second-person stance of everyday cultural life. In this paper, I discuss these critiques and show how participation in shared practices can provide the necessary context for specific transmission interactions. Ultimately, I propose a new framework in which participation and transmission enable each other, and our roles in ongoing practices shape our psychological capacities. Culture and mind are just two aspects of a unified process of socially-situated learning.</p>