Interdisciplinarità e complessità. Moltiplicare sguardi nello studio dell’invecchiamento Laura Formenti University of Milan-Bicocca, Italy This is a section of Accompagnare la longevità(DOI: 10.36253/979-12-215-0744-7) by Vanna Boffo, Michele Bertani, Donatella Bramanti, Rabih Chattat, Laura Formenti Firenze University Press Florence 2025 https://doi.org/10.36253/979-12-215-0744-7.08

Available for academic research purposes

Open Access

Copyright Author(s)

Content licence CC BY 4.0

Metadata licence CC0 1.0

This is original content, published for academic research purposes

 Digital edition XML powered by Booksflow

The chapter develops a conceptual framework grounded in interdisciplinarity and complexity, supporting a view of ageing not only as an individual experience but as a systemic phenomenon. Lifelong learning and awareness of age-related stereotypes encourage reflection on educational and training practices as opportunities for society as a whole. This transgenerational perspective invites a deeper consideration of actions, words, and their meanings.

 Ageism Complexity Interdisciplinarity Lifelong Learning Representations

It is available online at https://doi.org/10.36253/979-12-215-0744-7.08

References Axelrod, Robert, e Michael D. Cohen. 2000. Harnessing Complexity: Organizational Implications of a Scientific Frontier. New York: Basic Books. Alhadeff-Jones, Michel. 2009. “Revisiting Educational Research through Morin’s Paradigm of Complexity.” Complicity: An International Journal of Complexity and Education 6 (1): 61-70. 10.29173/cmplct8807 Bateson, Gregory. 1972. Verso un’ecologia della mente. Milano: Adelphi. Bengtson, Vern L., Elder Jr., Glen H., e Norella M. Putney. 2012. “The Life Course Perspective on Ageing: Linked Lives, Timing, and History.” In Adult Lives: A Life Course Perspective, edited by Jeanne Katz, Sheila Peace, e Sue Spurr, 9-17. Bristol: Policy Press. Braithwaite, Jeffrey, Churruca, Kate, Ellis, Louise A., Long, Janet, Clay-Williams, Robyn, Damen, Nikki, Herkes, Jessica, Pomare, Chiara, e Kristiana Ludlow. 2017. Complexity Science in Healthcare. Sidney: Australian Institute of Health Innovation, Macquarie University. Cino, Davide. 2024. “Elderly Care as an Epistemic Object to Confirm and Deconstruct Gendered Family Scripts.” Pedagogia Oggi 22 (2): 273-81. 10.7346/PO-022024-34 de Guzman, Allan B., e Salvacion Laguilles-Villafuerte. 2021. “Understanding Getting and Growing Older From Songs of Yesteryears: A Latent Content Analysis”. Educational Gerontology 47 (7): 312-23. 10.1080/03601277.2021.1953764 Dusi, Paola. 2017. Il riconoscimento. Alle origini dell’aver cura nei contesti educativi. Milano: Franco Angeli. Fenwick, Tara. 2003. “Reclaiming and Re-embodying Experiential Learning through Complexity Science.” Studies in the Education of Adults 35 (2): 123-41. 10.1080/02660830.2003.11661478 Fenwick, Tara. 2016. “Complexity Science and Professional Learning for Collaboration: A Critical Reconsideration of Possibilities and Limitations.” Journal of Education and Work 25 (1): 141-62. 10.1080/13639080.2012.644911 Field, John, e Mal Leicester, eds. 2003. Lifelong Learning: Education Across the Lifespan. Abingdon: Psychology Press. Findsen, Brian. 2018. “Learning in Later Adulthood: A Critical Perspective.” In The Palgrave International Handbook on Adult and Lifelong Education and Learning, edited by Marcella Milana, Sue Webb, John Holford, Richard Waller, e Peter Jarvis, 839-55. London: Palgrave Macmillan. Findsen, Brian, and Marvin Formosa. 2012. Lifelong Learning in Later Life. Berlin: Springer Science & Business Media. Foerster, Heinz von. 1984. “On Constructing a Reality.” In The Invented Reality: How Do We Know What We Believe We Know?, edited by Paul Watzlawick, 41-61. New York: Norton & Company. Formenti, Laura. 2018. “Complexity, Adult Biographies, and Co-Operative Transformation.” In The Palgrave International Handbook On Adult and Lifelong Education and Learning, edited by Marcella Milana, Sue Webb, John Holford, Richard Waller, e Peter Jarvis, 191-209. London: Palgrave Macmillan. Formenti, Laura. 2022. “La cura che connette: sistema della salute, trasformazioni e politiche sociosanitarie in una società che invecchia.” Epale Journal 12: 17-23. Formenti, Laura, a cura di. 2024. Le regole della bellezza. Pedagogia sistemica in azione. Milano: Franco Angeli. Formenti, Laura, e Davide Cino. 2023. Oltre il senso comune. Un viaggio di ricerca nella pedagogia della famiglia. Milano: Franco Angeli. Formenti, Laura, Cino, Davide, e Francesca Loberto. 2025a. “Ageing and Complexity: Reframing Older Adults’ Learning Through Interdisciplinary Lenses.” European Journal for Research on the Education and Learning of Adults (RELA) 16 (1): 75-96. 10.3384/rela.2000-7426.5193 Formenti, Laura, Cino, Davide, e Francesca Loberto. 2025b. “Learning in Longevity: A Critical Ecosystemic Approach to Research and Intervention.” In Proceedings of the III International Conference of Scuola Democratica, edited by Scuola democratica. vol. 1. Education and/for Social Justice, 1520-27. Napoli: Associazione “Per Scuola Democratica”. Formenti, Laura, e Linden West. 2018. Transforming Perspectives in Lifelong Learning and Adult Education. A Dialogue. London: Palgrave Macmillan. Formosa, Marvin. 2012. “Critical Geragogy: Situating Theory in Practice.” Journal of Contemporary Educational Studies 5: 36-54. Formosa, Marvin. 2018. “The Promise of Geragogy: Ensuring Quality Standards for Older Adult Learning.” AIUTA International Conference. Standards of Education among U3as and the Intergenerational Formation. Papers, Barcelona, 29th June 2018, 13-17. Barcelona: University of Barcelona. <https://afopaconference.wordpress.com/2018/07/03/the-promise-of-geragogy-ensuring-quality-standards-for-older-adult-learning-2/> (2025-06-15). Glendenning, Frank, ed. 2000. Teaching and Learning in Later Life. Theoretical Implications. Aldershot: Ashgate Publishing. Greenhalgh, Trisha, e Chrysanthi Papoutsi. 2018. “Studying Complexity in Health Services Research: Desperately Seeking an Overdue Paradigm Shift.” BMC Medicine 16, Art. 95: 1-6. 10.1186/s12916-018-1089-4 Klein, Julie. 2017. “Typologies of Interdisciplinarity: The Boundary Work of Definition.” In The Oxford Handbook of Interdisciplinarity, edited by Robert Frodeman, Julie Thompson Klein, e Roberto C.S. Pacheco, 21-34. Oxford: Oxford University Press. Knowles, Malcolm. 1993. Quando l’adulto impara. Milano: FrancoAngeli. Luppi, Elena. 2024. “Terza età: quali prospettive pedagogiche.” In La pedagogia nella città che cambia, a cura di Pierluigi Malavasi, Teresa Grange, Gianni Nuti, e Andrea Bobbio, 65-73. Lecce: Pensa Multimedia. Maturana, Humberto R, e Francisco J. Varela. 1987. L’albero della conoscenza. Milano: Garzanti. May, Carl R., Johnson, Mark, e Tracy Finch. 2016. “Implementation, Context and Complexity.” Implementation Science 11 (141): 1-12. 10.1186/s13012-016-0506-3 McMurtry, Angus, e Jenny Sasser. 2020. “Interdisciplinary and Transdisciplinary Approaches to Ageing and Gerontology.” In Researching Ageing: Methodological Challenges and Their Empirical Background, edited by Maria Łuszczyńska, 29-40. Abingdon: Routledge. Morin, Edgar. 1985. “Le vie della complessità.” In La sfida della complessità, a cura di Gianluca Bocchi, e Mauro Ceruti, 49-60. Milano: Feltrinelli. Morin, Edgar. 2017. La sfida della complessità. Firenze: Le Lettere. Mezirow, Jack. 2003 (1991). Apprendimento e trasformazione. Milano: Raffaello Cortina. Nowak, Abigail, e Ruth E. Hubbard. 2009. “Falls and Frailty: Lessons from Complex Systems.” Journal of the Royal Society of Medicine 102 (3): 98-102. 10.1258/jrsm.2009.080274 Parricchi, Monica A. 2023. “Dalla complessità al paradigma ecologico per un domani dell’umanità.” Lifelong Lifewide Learning 20 (43): 37-46. Pineau, Gaston. 2024. Apprendre un quotidien d’octogénaire. Paris: L’Harmattan. Poli, Roberto. 2019. Lavorare con il futuro: idee e strumenti per governare l’incertezza. Milano: EGEA. Teater, Barbra, e Jill M. Chonody. 2020. “How Do Older Adults Define Successful Aging? A Scoping Review.” The International Journal of Aging and Human Development 91 (4): 599-625. 10.1177/0091415019871207 Trompette, Justine, Kivits, Joëlle, Minary, Laetitia, e François Alla. 2020. “Dimensions of the Complexity of Health Interventions: What Are We talking About? A Review.” International Journal of Environmental Research and Public Health 17 (9): 3069. 10.3390/ijerph17093069 Wildemeersch, Danny. 2012. “Imagining Pedagogy in Public Space: Visions of Cultural Policies and Practices in a City in Transformation.” International Journal of Lifelong Education 31 (1): 77-95. 10.1080/02601370.2011.636638 Wildemeersch, Danny, e Veerle Stroobants. 2018. “Transitional Learning and Reflexive Facilitation: The Case of Learning for Work” In Contemporary Theories of Learning, edited by Knud Illeris, 229-42. London: Routledge. Withnall, Alexandra. 2011. “Lifelong or Longlife? Learning in the Later Years.” In Second International Handbook of Lifelong Learning, edited by Diane N. Aspin, Judith Chapman, Karen Evans, e Richard Bagnall, 649-64. Cham: Springer. 10.1007/978-94-007-2360-3_39 Withnall, Alexandra. 2023. “New Perspectives on Later Life Learning in the Age of Longevity.” Dyskursy Młodych Andragogów/Adult Education Discourses 24: 89-101. 10.34768/dma.vi24.687