The Learning of the Elderly and the Profile of the Adult Educator

Autor/in	Requejo Osorio, Agustin
Titel	The Learning of the Elderly and the Profile of the Adult Educator
Quelle	In: Convergence, 41 (2008) 2-3, S.155-172 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-8146
Schlagwörter	Older Adults; Foreign Countries; Profiles; Adult Educators; Adult Learning; Adult Basic Education; Lifelong Learning; Learning Theories; Learning Processes; Teacher Characteristics; Individual Characteristics; Adult Programs; Learning Motivation; Spain + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Ausland; Charakterisierung; Profilanalyse; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Adult; Adults; Education; Life-long learning; Lebenslanges Lernen; Learning theory; Lerntheorie; Learning process; Lernprozess; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Motivation for studies; Lernmotivation; Spanien
Abstract	This paper deals with specific characteristics of elders,1 bearing in mind both their cognitive and their non-cognitive aspects. Regarding their way of learning, the paper refers to basic principles for this group of people: active learning, situational analysis, their experience, awareness that they have--and need--specific time and rhythm for learning and to deal with different cognitive activities, and finally, to avoid the inadequacy of proposed activities and scarce time for doing them. Within the context of learning for elders, it is of utmost importance to have educational programmes adapted to them. Programme names for elders vary depending on the country, for example, in Spain they are called: "Aulas de la Tercera Edad" (Third Age Schooling or Schools of the Third Age), "Universidades de la Tercera Edad" (Universities of the Third Age), "Centros para la Tercera Edad" (Centres of the Third Age), etc. The main basic motivations for elders to learn are, among others: to use their spare time, to extend knowledge content and to achieve things they could not before, for various reasons (personal achievement). Since the elderly have a specific way of and for learning, the profile of the educator for these learners must also be specific. It is advantageous for learning that the educator is prepared, not only academically, but also social and culturally. Thus, teaching should also include integration into a modern society, to learn how to enjoy life, culture and friends (bearing in mind their typical age limitations too, for example, chronic diseases, functional limitations), and to feel that despite their age, elders have much to offer to themselves and to others. (Contains 4 notes.) (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/convergence#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10