Enhancing the Wellbeing and Wisdom of Older Learners

Maginess, Tess

doi:10.4324/9781315676623

Cited by 3 publications

(2 citation statements)

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“…• Psychological well-being. The midlife-to-ageing transition brings a number of possible changes such as decreasing physical strength and health, exit from the labour market, reduced income, widowhood and changing social and civic obligations, amongst others (Maginess, 2017). Late-life learning has the potential to mitigate against such turning points and enable older persons to achieve higher levels of life enjoyment, self-confidence, self-esteem, self-satisfaction and wide-ranging coping strategies (von Humboldt, 2016).…”

Section: …To Lifelong Learning In Later Lifementioning

confidence: 99%

Active Ageing Through Lifelong Learning: The University of the Third Age

Formosa

2019

International Perspectives on Aging

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of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: …To Lifelong Learning In Later Lifementioning

confidence: 99%

Active Ageing Through Lifelong Learning: The University of the Third Age

Formosa

2019

International Perspectives on Aging

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“…Cross-sectional studies highlight a strong association between late-life learning and improved levels of self-assurance, selfsatisfaction, self-esteem, self-reflexivity, and sense of coherence on the one hand and a decline of depressive and anxiety symptoms on the other (Formosa, 2019c;Hachem, 2022a;2022b;Bjursell, 2019;Bužgová et al, 2023). Continued learning in later life can also augment cognitive reserves in older adults as learners among them experience renewed vitality and strengthened physical, psychological, and social well-being (Maginess, 2017;von Humboldt, 2016). Moreover, learning can contribute to social justice and equity by empowering adult learners, especially older women and those with lower educational attainment (Formosa, 2021b;Hachem & Manninen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Barriers to learning at a U3A in Lebanon: A structurationist perspective

Hachem,

Formosa

2023

IJPS

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This study examines the barriers older learners experience at a University for the Third Age (U3A) in Lebanon. Contemporary literature often categorizes these barriers into dispositional, situational, and institutional realms, arising as individual or structural phenomena. This article envisages barriers as the (un)intended consequences of (inter)actions among different institutional agents — namely, learners, teachers, and administrators — within the learning environment. Following Anthony Giddens’ dualistic understanding of agency and structure, the article aims to transcend the typical dichotomic approach in understanding barriers older persons face when engaging in lifelong learning. Shedding light on this new perspective on barriers as (un)intended consequences of agents’ (inter)actions at the U3A, this work raises two research questions: (i) what barriers confront older learners when engaging in non-formal learning? Moreover, (ii) taking older learners’ perspective, how are these barriers (re)produced in the (inter)actions of different institutional agents? Following a reflexive deductive thematic analysis of interview data with ten members at a U3A in Lebanon, this article generates two types of barriers. First, barriers as outcomes of interactions involving learners with teachers and administrators (curricula issues, teachers and teaching methods, language of instruction, class protocol, and accessibility). Second, barriers as outcomes of interactions involving learners (unwillingness and inability to socialize, as well as social bias and prejudice). This paper concludes that the actions of institutional agents at the U3A (re)produce its modus vivendi and modus operandi and calls for the promotion of continuous dialog and reflexivity as countermeasures against bias and exclusion to enhance the U3A’s age-friendliness.

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Crossin’ the Bridge: A Participatory Approach to Filmmaking

Maginess

2017

New Dir Adult Contin Educ

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Enhancing the Wellbeing and Wisdom of Older Learners

Cited by 3 publications

References 0 publications

Active Ageing Through Lifelong Learning: The University of the Third Age

Active Ageing Through Lifelong Learning: The University of the Third Age

Barriers to learning at a U3A in Lebanon: A structurationist perspective

Crossin’ the Bridge: A Participatory Approach to Filmmaking

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