Il discente adulto come risorsa epistemica nell’università contemporanea: prolegomeni per una inter-epistemologia

The paper offers a theoretical reflection on the epistemic value of professional lived experience within university education, with particular attention to “non-linear” educational trajectories and the resumption of studies in adulthood. It introduces the notion of inter-epistemology, understood not as a simple form of interdisciplinarity, but as a crossroads of technical, aesthetic, and ethical horizons that are co-constructed within the relationship between teacher and learner. From this perspective, the university re-emerges as a space for the discovery of knowledge beyond immediate utility, and technology is conceived as a cultural and semantic condition of experience, pointing toward a technical humanism.