Teaching and Learning in Later Life

Theoretical Implications

Nonfiction, Social & Cultural Studies, Social Science, Sociology
Cover of the book Teaching and Learning in Later Life by , Taylor and Francis
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Author: ISBN: 9781351759687
Publisher: Taylor and Francis Publication: January 17, 2018
Imprint: Routledge Language: English
Author:
ISBN: 9781351759687
Publisher: Taylor and Francis
Publication: January 17, 2018
Imprint: Routledge
Language: English

This title was first published in 2000:  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 current situation, reviews trends and perspectives and discusses educational gerontology and its relationship to older adults in the approach to 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 to ageing and concludes by drawing out implications for the future.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This title was first published in 2000:  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 current situation, reviews trends and perspectives and discusses educational gerontology and its relationship to older adults in the approach to 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 to ageing and concludes by drawing out implications for the future.

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