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dc.contributor.authorFABBRI, LORETTA
dc.date.accessioned2023-05-02T04:09:55Z
dc.date.available2023-05-02T04:09:55Z
dc.date.issued2022
dc.date.submitted2023-05-01T13:38:17Z
dc.identifierONIX_20230501_9791221500066_33
dc.identifier2704-5781
dc.identifierhttps://library.oapen.org/handle/20.500.12657/62617
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/99664
dc.description.abstractThis essay traces Paolo Federighi's research trajectories in Learning and Education for Adults through interviews with the scholar himself conducted over the years. What emerges is a multidisciplinary and international epistemological framework within which are situated the different declinations of counseling as collaborative research, capable of integrating scientific and practical knowledge. The proposed reflection legitimizes the adoption of emergent and multi-methodological approaches, just as it supports the demand for Collaborative Educational Research, capable of holding together communities of diverse stakeholders, such as universities, businesses, and institutional actors.
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.otherCollaborative research
dc.subject.otherengagement
dc.subject.otherinformal settings
dc.subject.othertransformative counselling
dc.titleChapter Apprendimento post-formale e ricerca collaborativa
dc.typechapter
oapen.identifier.doi10.36253/979-12-215-0006-6.09
oapen.relation.isPublishedBy2ec4474d-93b1-4cfa-b313-9c6019b51b1a
oapen.relation.isbn9791221500066
oapen.pages6
oapen.place.publicationFlorence
dc.seriesnumber14
dc.abstractotherlanguageThis essay traces Paolo Federighi's research trajectories in Learning and Education for Adults through interviews with the scholar himself conducted over the years. What emerges is a multidisciplinary and international epistemological framework within which are situated the different declinations of counseling as collaborative research, capable of integrating scientific and practical knowledge. The proposed reflection legitimizes the adoption of emergent and multi-methodological approaches, just as it supports the demand for Collaborative Educational Research, capable of holding together communities of diverse stakeholders, such as universities, businesses, and institutional actors.


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