| Description |
1 online resource (xvi, 215 pages .) |
| Series |
Research on the education and learning of adults ; volume 2 |
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Research on the education and learning of adults ; volume no. 2.
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| Contents |
Intro; CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; THE EUROPEAN SOCIETY FOR RESEARCH ON THE EDUCATION OF ADULTS (ESREA); 1. INTRODUCTION: Older Adult Education and Intergenerational Learning; THE STORY SO FAR; CONTENT AND STRUCTURE; REFERENCES; SECTION 1: THEORY AND POLICY ISSUES; 2. LIFELONG LEARNING IN LATER LIFEL: Policies and Practices; INTRODUCTION; OLDER ADULT LEARNING; POLICY AND OLDER ADULT LEARNING; GOOD PRACTICE IN OLDER ADULT LEARNING; FUTURE POLICY DIRECTIONS; CONCLUSION; REFERENCES; 3. OLDER MEN'S LEARNING AND CONVIVIALITY; INTRODUCTION |
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MOVING FROM CONVENTIONAL EDUCATION AND TRAINING TO THE PERIPHERYDRAWING CONCLUSIONS ABOUT OLDER MEN LEARNING; OLDER MEN AS LEARNERS: SOME INTERNATIONAL COMPARISONS; PROLIFERATION OF MEN'S SHEDS; MEN'S SHEDS REVEALED; Evidence of one shed's engagement with and contribution to its community; An academic's blog response to the conviviality of men's sheds; Personalising men's sheds as a form of intergenerational practice; DISCUSSION: CONVIVIALITY, SHEDS AND SOCIAL TRANSFORMATION; Would Illich and Freire Have Liked Men's Sheds?; CONCLUSION: LIFELONG AND LIFEWIDE LEARNING BY OLDER MEN |
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ACKNOWLEDGEMENTNOTES; REFERENCES; 4. EDUCATION AND EMPOWERMENT IN LATER LIFE; INTRODUCTION; ADULT EDUCATION; FROM EDUCATIONAL GERONTOLOGY ... ; ... TO CRITICAL EDUCATIONAL GERONTOLOGY; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 5. E-LEARNING: AN OPPORTUNITY FOR OLDER PERSONS; INTRODUCTION; ICT AS A LEARNING FIELD; OLDER ADULTS AND MEDIA USE; E-LEARNING IN TEACHING AND LEARNING SITUATIONS; e-Learning as a Diffuse Term; Different Forms of e-Learning; Benefits of e-Learning; EXISTING E-LEARNING OPPORTUNITIES FOR OLDER PERSONS; Existing Opportunities of e-Learning Programmes |
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Integration of e-Learning into Educational ProgrammesPROBLEMS CONCERNING THE USE OF E-LEARNING IN EDUCATION SETTINGS FOR OLDER PERSONS; CONCLUSION AND FUTURE POSSIBILITIES; REFERENCES; 6. OLDER ADULTS AS ACTIVE LEARNERS IN THE COMMUNITY; INTRODUCTION; OLDER ADULTS AND LEARNING IN PORTUGAL: A GENERAL PICTURE; OLDER ADULTS AND LEARNING: THE ROLE OF POLICY; OLDER ADULTS AND LEARNING: THE ROLE OF ADULT EDUCATION; CONCLUDING REMARKS; AKNOWLEDGMENT; NOTES; REFERENCES; SECTION 2: PARTICIPATION AND PROGRAMMES; 7. CONCEPTUAL BASIS FOR LEARNING: Frameworks for Older Adult Learning; INTRODUCTION |
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CONCEPTUAL APPROACHES TO TEACHING OLDER ADULTSGerontagogy and Geragogy1: The German Origins; Educational Gerontology Conceptualised by Peterson; Three Specific Approaches that Use the Terms Geragogy and Gerontagogy; Critical Gerogogy; Gerontagogy as One Part of a Dual Approach; Geragogy Based on Humanistic Psychology; Full Continuing Education6; OBSERVATIONS: ANALOGIES AND DIFFERENCES; Analogies; Main Difference: Argumentation of Epistemological Anchorage; Two Different Epistemological Foundations: Gerontology and Education Sciences |
| Summary |
"Learning across generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults? education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults? education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors? intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults. Bernhard Schmidt-Hertha Ph. D. is Full Professor of educational science with focus on continuing education and further vocational training at Institute of Education, University of Tuebingen. His research and writings address the topics of adult education, intergenerational learning, informal adult learning, and higher education Sabina Jelenc Krašovec Ph. D. is Associate Professor of adult education within the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. Her research and writings focus on the education of vulnerable adults, and more recently, on older adult learning in the community and non-formal contexts. Marvin Formosa Ph. D. is co-ordinator of the Gerontology Unit, Faculty for Social Wellbeing, University of Malta. Recent publications include Lifelong Learning in Later Life: A Handbook on Older Adult Learning (with Brian Findsen, 2011) and Population Ageing in Malta: Multidisciplinary Perspectives (with Charles Scerri, 2015)." |
| Bibliography |
Includes bibliographical references |
| Notes |
English |
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Print version record |
| Subject |
Adult education -- Europe
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Older people -- Education -- Europe
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EDUCATION -- Adult & Continuing Education.
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EDUCATION -- Non-Formal Education.
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Adult education
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Older people -- Education
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Europe
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| Form |
Electronic book
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| Author |
Schmidt-Hertha, Bernhard, 1973- editor
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Krašovec, Sabina Jelenc, editor
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Formosa, Marvin, editor
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| ISBN |
9789462099029 |
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9462099022 |
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