The Older Learner.

Autor/in	Wolf, Mary Alice
Titel	The Older Learner.
Quelle	(1991), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Adult Educators; Adult Learning; Cognitive Style; Developmental Psychology; Developmental Stages; Educational Environment; Educational Gerontology; Individual Development; Learning Motivation; Older Adults; Quality of Life; Self Actualization; Stereotypes + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Cognitive styles; Kognitiver Stil; Entwicklungspsychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geragogics; Geragogik; Individuelle Entwicklung; Motivation for studies; Lernmotivation; Älterer Erwachsener; Lebensqualität; Self actualisation; Selbstverwirklichung; Klischee
Abstract	Older learners are often led into adult education by a quest for self-development and the wish to make meaning of the human experience. Adult educators should explore and appreciate the process of human development in the last stage. In old age there can be a merging of the knowledge of the body (life's stories) and of the spirit (developmental potential). The total population of persons over 65 is 31 million. Annually, 30 percent of the senior population participates in adult education courses. Educational gerontologists hesitate to stereotype older workers; they cannot always describe the "market." Older learners engage in three processes: learning and meaning making, learning and the shadow self, and learning and cognitive reordering. The adult educator can respond with greater understanding of the older learner in the following ways: (1) clearing the learning environment of stereotypical factors; (2) achieving a greater appreciation of all human development; (3) exploring the processes by which learners achieve integrity and joy; and (4) adopting curricula and experiences that enhance the learning potential of older adults. Guidelines for educators of older adults are as follows: (1) older persons should not be mythologized; (2) older adults need morale-building environments; and (3) responsive educators should listen to the intrapsychic voices of their clientele. (Samples of prose and poetry are included and 35 references are attached.) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01