Abstract
How do our education, research, and intervention activities in adult education stay up-to-date to ensure collective attention to others, listening, and responsibility towards the living? To what extent do our activities contribute to critiquing the dominant system and actively participating in the emergence of alternatives to 'institutional positivism', in the construction of humanizing and sustainable ways of inhabiting our world? These questions are central to the thematic issue you are about to explore: Care in the world, perspectives on care and adult education.
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