New Approaches to the Education of Older Adults.

Autor/in	Wolf, Mary Alice
Titel	New Approaches to the Education of Older Adults.
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Development; Adult Education; Adult Learning; Aging (Individuals); Baby Boomers; Cognitive Style; Educational Needs; Educational Practices; Educational Principles; Educational Strategies; Educational Theories; Intergenerational Programs; Learning Processes; Literature Reviews; Longitudinal Studies; Older Adults; Program Development; Sex Role; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Aging; Altern; Cognitive styles; Kognitiver Stil; Educational need; Bildungsbedarf; Bildungspraxis; Bildungsprinzip; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Älterer Erwachsener; Programmplanung; Geschlechterrolle; Theorie-Praxis-Beziehung
Abstract	New approaches to the education of older adults can be identified through a review of the literature on the following topics: developmental perspectives (including generativity and integrity) and adult development, life span habits (as determined by longitudinal research), gender roles, reminiscence, cognitive, and need-based learning. One of the conclusions to emerge from this literature is that, although the needs of the coming cohorts of older adults will in some ways replicate those of today's older learners, different and more complex uses of the educational experience may be expected. In view of their increased life expectancy, mandates to learn new technologies, continuation of employment, and health care challenges, baby boomers will require extended educational opportunities as they reach age 65. Because older adults are not only living longer but also having fewer children, they must expect to manage their own old age. Practitioners must prepare for these shifts by designing programs for older adults that stimulate, challenge, and allow for development of affective and cognitive growth. Practitioners must also bear in mind that older adults tolerate ambiguity and tend toward age-integrated learning experiences and that intergenerational programs benefit each generation involved in them. (Contains 106 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01