European policies of Lifelong Learning involve a plurality of agents and programs related to various areas converging towards a common objective: to make Europe the most competitive economy worldwide. Today, a lot of research is focused on the process of Europeanization to explain how members of parliament and stakeholders, policy-makers and experts reach the same definition of common good through compromises between the recommendations of the European Commission and the interests of Member States. However, this common good is rarely analyzed in paying attention to the principles of justice held by European reports and policy-makers. In this paper, I adopt a pluralistic approach to describe the different forms of common good inscribed in Lifelong Learning Policies and the sense of justice emerging from the dissemination of official discourses and normative frameworks. The aim is to characterize how these rhetorics and instruments are framing the self of individuals targeted by these policies without simply reduce their social identity to potential Lifelong “learners”. Beyond market regulation, performance requiring calculating and instrumental skills, European policies are emphasizing other principles of justice which reconstruct the relationships between citizenship and political representation, creativity and innovation, entrepreneurship and project, discussion and opinion