Bridging in phenomenological terms a) the crucial thematic knots of contemporary pedagogy engaged in addressing the impact of

present changes on individual and social styles, on learning and communicative styles, on educational and training styles; b) with

the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and ado-

lescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive /

communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative

educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, crea-

tivity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management

of educational, social, socio-educational projects aiming at integration and inclusion, f) with the clear knowledge of strengths and

weaknesses of national and international social and welfare policies, g) with observations, experiences, information, data collected

within the operational settings of socio-educational professions, h) with analytical, logical, reflexive reading and interpretation,

professional comments of the characteristics of emerging and already urgent educational needs, of their impact on micro- and

macro-social contexts, on minors and adults; i) with the voices and objectives of educational agencies and international organisa-

tions committed to intensifying, together with contemporary pedagogy, a renewed sense of pedagogical humanism.