Riflessione pedagogica per la formazione degli adulti

[Autom. eng. transl.] Training, with the affirmation of the model centered on life-long learning (Life Long Learning), starts from the assumption that people learn in different places, ways and times. There is, therefore, a synchronic and diachronic dimension of formation. The first places emphasis on the time frame and urges us to acknowledge that the person is formed along his life according to the phases of development in which he finds himself. The second recognizes the multiplicity of contexts, places, where one can be formed (think of the family, school, work, leisure time). The essay focuses on a specific age group, that of adults, without taking into account the different social contexts, highlighting the training dynamic that distinguishes it and outlining some traits that can unite the training of adults in the various areas mentioned above. Furthermore, there is the intention to outline some indications for a formation that is truly humanistic and generative. This contribution is based on the following question: "How do adults learn and create knowledge?" This is because it is considered important to anchor the concept of adult education to their peculiarities and specificities in the way of learning.