Literaturnachweis - Detailanzeige
Autor/inn/en | Hachem, Hany; Manninen, Jyri |
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Titel | Putting Educational Gerontology Principles to the Test: A Quantitative Confirmation of the Empowering Benefits of Liberal Arts Courses |
Quelle | In: Educational Gerontology, 46 (2020) 10, S.653-665 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hachem, Hany) ORCID (Manninen, Jyri) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1277 |
DOI | 10.1080/03601277.2020.1805179 |
Schlagwörter | Educational Gerontology; Educational Principles; Liberal Arts; Adult Learning; Older Adults; Student Empowerment; Adult Students; Gender Differences; Educational Attainment; Lifelong Learning; Age Differences; Foreign Countries; Personal Autonomy; Citizen Participation; Interpersonal Relationship; Spain; United Kingdom (England); Germany; Switzerland; Italy; Finland; Czech Republic; Slovenia; Romania; Serbia Geragogics; Geragogik; Bildungsprinzip; Adulte education; Adult training; Erwachsenenbildung; Älterer Erwachsener; Studienberechtigung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Life-long learning; Lebenslanges Lernen; Age; Difference; Age difference; Altersunterschied; Ausland; Individuelle Autonomie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spanien; Deutschland; Schweiz; Italien; Finnland; Tschechische Republik; Slowenien; Rumänien; Serbien |
Abstract | The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variables "agency" and "social and civic participation," respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |