The University of the Third Age in Lebanon: Challenges, Opportunities and Prospects

Chahine, Maya Abi; Sibai, Abla Mehio

doi:10.1007/978-3-030-21515-6_15

Cited by 6 publications

(2 citation statements)

References 11 publications

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“…Finding the correct translation or precise words to express their thoughts and feelings from Japanese to English or vice versa could be disappointing. It is similar to dispositional challenges mentioned by Chahine and Sibai (2019) related to difficulty and language barriers. Using Google Translate or other related apps sometimes does not help.…”

Section: Discussionsupporting

confidence: 63%

Lost in Translation: Experiences of the Japanese Senior Citizens in Learning the English Language

San Jose,

Madrigal

2023

PSSJ

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Older adults or third-age learners, despite their age, are growing more enthusiastic about learning English. In Japan, 18.2% of English learners are from the third-age learners' group. This phenomenological study explored the lived experiences of Japanese third-age learners in learning English in Japan's Chubu region. Eight (8) Japanese third-age learners were identified as participants using a purposive sampling technique and inclusion criteria. Results demonstrated that, in essence, their experiences in learning English constituted a complex interplay of three major themes: motivations, adversities, and adaptation. Their experiences represent a profound exploration of self-discovery, intellectual engagement, and the pursuit of meaningful relationships in a globalized society. This linguistic journey highlights the human spirit's ongoing capacity for growth and adaptation, reinforcing the significance of language as a bridge to new horizons and enriching experiences. This study offers valuable insights for Japanese geragogy and other countries with increasing third-age learners, potentially benefiting third-age educators, policymakers, and curriculum designers.

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Section: Discussionsupporting

confidence: 63%

Lost in Translation: Experiences of the Japanese Senior Citizens in Learning the English Language

San Jose,

Madrigal

2023

PSSJ

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“…Therefore, a medical function to education could be more valid than before. Likewise, the psychological deficit model is no longer a major threat, as the literature on educational gerontology programmes/interventions -whether mainstream (Chahine & Sibai, 2019) or critical (Creech & Hallam, 2015;Formosa & Galea, 2020) -promotes an active role for learners that is based on what can be done in older age rather than on what cannot be done. Consequently, I argue in this article that revised statements of principles are required to accommodate the developments of the research field.…”

Section: Statements' Rationales For Educational Gerontologymentioning

confidence: 99%

Is there a need for a fourth statement? An examination of the critical and humanist statements of educational gerontology principles

Hachem

2020

International Journal of Lifelong Education

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The guiding principles of the education of older adults have been stated in three landmark publications. In their statements of principles, the authors of those publications affiliated themselves with one of two older-adult learning philosophies: a humanist or a critical one. Thirty years since the first statement, the field of educational gerontology is now weighted with theoretical ambiguities that are sustained by the polarised learning philosophies that govern the three statements of principles. In this paper, by adopting a middle-ground approach, I analyse these statements in order to answer three questions: (1) What do the three statements of educational gerontology principles have in common? (2) How do they conflict? (3) What tensions exist within and across the three statements? I conclude that the current dominant learning philosophies are sometimes hegemonic, exclusive and reductive. I suggest a fourth restatement that matches the contemporary advances in the field of educational gerontology.

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On older learners’ naïveté: an examination of the emancipatory function of critical older adult education

Hachem

Westberg

2022

International Journal of Lifelong Education

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The University of the Third Age in Lebanon: Challenges, Opportunities and Prospects

Cited by 6 publications

References 11 publications

Lost in Translation: Experiences of the Japanese Senior Citizens in Learning the English Language

Lost in Translation: Experiences of the Japanese Senior Citizens in Learning the English Language

Is there a need for a fourth statement? An examination of the critical and humanist statements of educational gerontology principles

On older learners’ naïveté: an examination of the emancipatory function of critical older adult education

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