This article focuses on the social dimension of well-being, based on a critical analysis of the way it is conceptualised in late capitalism: As the dimensions of individual state of mind and body, something that evolves in the individual realm, stressing personal responsibility and achievement of well-being as a solitary act. Then, the contemporary conceptualisation and approaches to policy making for well-being are compared with the policy of adult and youth education and learning. The perspective of a strong individual orientation, detachment from the social, community and collective aspects and efforts seem to be a common denominator. Agency is considered not only as a possibility for individuals to create and change the environment, but also as a process of active co-construction of social reality. This includes (re)connection with a community, very often through new ways of community learning, civic actions and civic activities. An analysis of how these perspectives converge in civic interventions in urban areas of Belgrade places togetherness at the core of the broader approach to well-being and learning. This article presents several examples of civic activities in urban spaces whose learning character is interpreted within the concept of public pedagogy. The examples presented prevail in the post-Communist countries because public spaces as zones of civic interventions can oppose the controlling authority and through the fight for human and civil rights represent the bottom line of togetherness and collective agency. Learning through collective civic actions thus provides new ways of understanding well-being.