In order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into inter- and intracontext). The main objective of this paper is to connect a theoretical analysis of situatedness with its implications for empirical research. In particular, we consider processes of situated learning in natural and artificial systems.