Is There a Need for a Fourth Statement? An Examination of the Critical and Humanist Statements of Educational Gerontology Principles

Autor/in	Hachem, Hany
Titel	Is There a Need for a Fourth Statement? An Examination of the Critical and Humanist Statements of Educational Gerontology Principles
Quelle	In: International Journal of Lifelong Education, 39 (2020) 5-6, S.465-477 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hachem, Hany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1801869
Schlagwörter	Older Adults; Educational Philosophy; Adult Learning; Educational Gerontology; Educational Principles; Lifelong Learning; Goal Orientation; Profiles; Teacher Role; Adult Education + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Bildungsphilosophie; Erziehungsphilosophie; Adulte education; Adult training; Erwachsenenbildung; Geragogics; Geragogik; Bildungsprinzip; Life-long learning; Lebenslanges Lernen; Zielorientierung; Zielvorstellung; Charakterisierung; Profilanalyse; Lehrerrolle; Adult; Adults; Education; Adult basic education
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01