The educational affinities of old age and youth‡

Abstract

Too much emphasis on 'growing old' in our society has apparently been undermining the attitudes of late-life learners to 'keep growing'. By focusing on the planning context and client system components of basic programme planning, this paper explores the paradox that older adults and younger adults are too often segregated in their educational pursuits. While adult educators may be well aware of the older adult potential to learn, an unnecessary bias toward separate programming for younger and older learners precludes intergenerational learning and reinforces stereotypes about ageing processes. Through a discussion of recent gerontological findings, this paper provides support for future efforts toward educational integration of adults of all ages.

The Family Life Education Needs of Midlife and Older Adults*

“…More attention to gender-specific educational needs of midlife and older adults is needed. Limited educational opportunities, higher poverty rates, and a longer life expectancy among women suggest they warrant attention in educational efforts (Girton, 1995;Harold, 1992;O'Brien, 1992); yet, as indicated here, men also may have specific family life education needs and should not be ignored.…”

“…Education can be thought of as one way to meet the needs of people at different stages of life; focusing on one particular age group may neglect the benefits of intergenerational programming. Additionally, programs designed specifically for older adults may only serve to isolate this population (O'Brien, 1992). Sork (1988) raised ethical considerations by suggesting that the act of conducting a needs assessment may be interpreted by members of the target population to mean that all of the needs identified will be met.…”

Intellectual Versus Wisdom-Related Knowledge: The Case for a Different Kind of Learning in the Later Years of Life

“…Indeed, there is no reason to believe that elderly individuals are incapable of learning, even though many researchers nd that uid intelligence (e.g., reaction time and a general ability to solve abstract problems) decreases in old age (Baltes, 1993;Baltes & Staudinger, 1993;Glendenning, 1995;Moody, 1986;Shuldiner, 1992;Willis, 1985). But as longitudinal studies have shown, the potential for learning remains intact throughout the life time as long as cognitive functioning is not affected by neurophysiological diseases, such as Alzheimer's (Mason, 1974;O'Brien, 1992;Shuldiner, 1992;Thornton, 1986;Willis, 1985).…”

“…There is a general consensus that lifelong learning and continued education for older persons are essential in a society that is characterized by rapid technological changes (Glendenning, 1995;Moody, 1986;O'Brien, 1992;Thornton, 1986;Willis, 1985). A case in point is computer literacy without which people cannot participate in the current ''communication and information revolution'' (vide Moody, 1986).…”

Ageing and Learning in Australia: Arguing an Evidence Base for Informed and Equitable Policy

“…Tikkanen and Nyhan [10] argue that, in responding to support for seniors' learning, "… society, work organisations and individuals must think of ageing as a lifelong learning and developmental process in which one continuously takes on new challenges in line with one's interests, opportunities and limitations" (p3). However, while governments direct ongoing and explicit attention to supporting learning opportunities for younger and middle age groups, there remains a general and ongoing lack of understanding of, and investment to support appropriate learning opportunities for older Australians [11][12][13][14].…”