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Learning Process in Aging and Adult Education.

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Bibliographic Details
Title: Learning Process in Aging and Adult Education.
Authors: Gordon, Ruby D.
Peer Reviewed: N
Page Count: 27
Publication Date: 1974
Document Type: Reference Materials - Bibliographies
Descriptors: Adult Education, Adult Learning, Attitude Change, Concept Formation, Learning Theories, Older Adults, Research Reviews (Publications), Socialization, Values
Abstract: The tragic feature of our society is that much time and effort has been placed into the remarkably successful feat of prolonging life. But somehow in our society we have failed to build in reasons for appreciating those added years. Our heritage has been adapted to career building with the concommitant factors of home-making and family-raising. Through this Puritan approach to life there has been a poor job done of developing values for aging. The basic assumption that is made about man as his chronological age increases is that he is inclined to make sense out of his life in a new and fundamental way. This is not an implication which can be used in so limited a situation as retraining or rehabilitation. Rather it is a suggestion that the aging person look about himself, assess his personal potentialities, and try to define a set of values relevant to his situation. There is necessity for re-examining and re-defining values called for in the nature of the aging person. Education for the aging person requires vigor of mind in designing a program with reasonable prospects of success. Perhaps the best educational program for aging is that which begins in early life and progressively prepares for transforming values into learning. (Author)
Journal Code: RIEOCT1975
Entry Date: 1975
Accession Number: ED106734
Database: ERIC
Description
Abstract:The tragic feature of our society is that much time and effort has been placed into the remarkably successful feat of prolonging life. But somehow in our society we have failed to build in reasons for appreciating those added years. Our heritage has been adapted to career building with the concommitant factors of home-making and family-raising. Through this Puritan approach to life there has been a poor job done of developing values for aging. The basic assumption that is made about man as his chronological age increases is that he is inclined to make sense out of his life in a new and fundamental way. This is not an implication which can be used in so limited a situation as retraining or rehabilitation. Rather it is a suggestion that the aging person look about himself, assess his personal potentialities, and try to define a set of values relevant to his situation. There is necessity for re-examining and re-defining values called for in the nature of the aging person. Education for the aging person requires vigor of mind in designing a program with reasonable prospects of success. Perhaps the best educational program for aging is that which begins in early life and progressively prepares for transforming values into learning. (Author)