Teaching and learning in later life : theoretical implications
Author(s)
Bibliographic Information
Teaching and learning in later life : theoretical implications
(Studies in educational gerontology, 4)
Ashgate / Arena, 2000
Available at 12 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
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  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
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  United States of America
Note
Includes bibliographial references (p. 103-114) and index
Description and Table of Contents
Description
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.
Table of Contents
- 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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