Teaching and learning in later life : theoretical implications
著者
書誌事項
Teaching and learning in later life : theoretical implications
（Studies in educational gerontology, 4）
Ashgate / Arena, 2000
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注記
Includes bibliographial references (p. 103-114) and index
内容説明・目次
内容説明
This collection of papers examines the development of education for older adults against the background of an ageing population and the challenge of lengthening life expectancy. It brings together contributions from the UK and Canada. The book analyzes the situation, reviews trends and perspectives and discusses educational gerontology and its relationship to older adults in the 21st century. There is a call for recognition of the status of older people in education on the basis of social justice, using the notions of equal opportunity, access to democratic participation, respect for persons and the status of equal citizenship. There is also recognition of the need to empower older adults by facilitating a sense of autonomy and self-determination. Educational gerontology is examined in the context of critical theory and social gerontology, raising a number of questions necessary to the understanding of critical educational gerontology. The book seeks to promote a positive attitude towards ageing and concludes by drawing out implications for the future.
目次
- The education for older adults "movement" - an overview
- some critical implications
- critical educational gerontology - relationships and future developments
- changing attitudes to older people
- education for older people - the moral dimension
- critical educational gerontology and imperative to empower
- educational and social gerontology - necessary relationships
- the debate continues - integrating educational gerontology and lifelong learning
- teaching and learning in later life - considerations for the future.
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