Cogito Ergo Sum: A Grounded Theory of the Filipino Elderly Transition Experiences in Third Age Education Program

Autor/inn/en	Escolar Chua, Rowena L.; de Guzman, Allan B.
Titel	Cogito Ergo Sum: A Grounded Theory of the Filipino Elderly Transition Experiences in Third Age Education Program
Quelle	In: Educational Gerontology, 44 (2018) 7, S.433-446 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2018.1494370
Schlagwörter	Foreign Countries; Older Adults; Adult Education; Lifelong Learning; Educational Gerontology; Adult Development; Grounded Theory; Empowerment; Philippines + Suchen Sie Ihr Suchwort? Ausland; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Geragogics; Geragogik; Erwachsenwerden; Philippinen
Abstract	A considerable number of studies have been carried out to explore the experiences of the elderly engaging in third age education, however, most of these investigations have focused on elderly motivation, the benefits accruing from their participation, and the barriers they have encountered during their lifelong learning experience. However, there has been little attempt to probe into the experiences of the elderly engaging in third age education and how they view themselves during that time. This grounded theory study purported to describe the processes through which a select group of Filipino elderly experienced community-based third age learning programs. A series of in-depth interviews were conducted on 24 Filipino elderly who participated in a 4-month third age education program. Interestingly, this study revealed four distinct and yet interrelated stages of Holding Back, Opening Up, Moving Forward and Empowering which were embedded in the model H.O.M.E: A Pulley Model of Elderly Participation in Third Age Education Program. The emerged model is a valuable compass for gerontologists as they provide meaningful and geriatric-friendly programs, projects and activities that not only address the growing needs of the elderly but also facilitate their smooth entry to and completion of their third age learning participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01