Paradigms in the Gerontology Classroom: Connections and Challenges to Learning

Abstract

The article explores paradigms for approaching course content to be studied in the classroom. These paradigms, or global views about what is of interest or importance and ways of knowing, relate to key questions in gerontology, such as what is the relevant domain/content to be studied, what is the central level of analysis or action, what are appropriate ways to gain knowledge, and how do we best address the challenges related to aging? For interdisciplinary gerontology programs, the discussion of paradigms raises the question of whether learning effectiveness and student satisfaction may suffer when the students are unaware of their own budding gerontological paradigms or when an instructor's paradigm remains unarticulated or differs from those of students. This article discusses selected paradigms inherent within gerontology education/training programs and their diverse foci, two emerging paradigms of gerontology, and potential steps to clarify these paradigms in the classroom.

Kate’s Journey: Introducing Students to the Human Side of Aging Services and Supports

“…Further, Morgan (2012) suggests that students come to gerontology with their own world views, their own perspectives or paradigms that have helped to construct their own views of old age and aging. The humanities provides students an opportunity to explore not only their current paradigm but their existing attitudes about aging, their origins and the impact this personal aging ethos can have on our personal, work, and relational lives.…”

Experiences of Older Adults During the 2020 COVID-19 Pandemic in the United States: An Initial Exploration of Nationally Representative Data at the Intersection of Gender and Race

“…This study takes a person-centered approach inspired by a gerontological paradigm—biopsychosocial model ( Morgan, 2012 ), the intersectionality framework ( McCall, 2005 ), and the whole-person wellness model, which depicts how multiple life domains jointly contribute to well-being ( Montague & Frank, 2007 ). Considering that more COVID-19 data are becoming available, timely national data exploration could provide baseline findings for future research, allow for initial/immediate review of older adults’ lived experiences, determine needs for emergency response through policy, and identify interventions to help older adults adapt to the ongoing pandemic and post-pandemic times.…”