Participation Motives and Learning Outcomes Among Older Learners

Brady, Emma; Fowler, Mary

doi:10.1080/0380127880140104

Cited by 30 publications

(15 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Elderhostel, the University of the Third Age, and the Discovery series stimulate both the acquisition of intellectual and wisdom-related knowledge. Through the attendance of these programs older students gain new information and learn critical thinking but also report personal development, an increased appreciation of others, other cultures, history, and of the self, and an expansion of their self-concept (Brady, 1987;Brady & Fowler, 1988;Long & Zoller-Hodges, 1995;Pierce, 1993;Shuldiner, 1992). Overall, these programs help older people to place their own lives in the larger frame of the human culture.…”

Section: Resultsmentioning

confidence: 99%

Intellectual Versus Wisdom-Related Knowledge: The Case for a Different Kind of Learning in the Later Years of Life

Ardelt

2000

Educational Gerontology

136

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Intellectual Versus Wisdom-Related Knowledge: The Case for a Different Kind of Learning in the Later Years of Life

Ardelt

2000

Educational Gerontology

136

View full text Add to dashboard Cite

“…Mass media portrayals of frailty (Powell and Williamson 1985), and social policies such as mandatory retirement and gerontophobia in general (Gutman 1987), say more about forced ageing change that they do about natural decline. Merely labelling certain individuals as 'old' or 'older' is likely to alter their expectations and ways of behaving (Waxier 1980) particularly in the less educated individual who, research confirms, is more apt to yield passively to self-fulfilling prophecies such as an inability to learn (Brady and Fowler 1988). The actual mental and physical developmental possibilities of the elderly may be rarely taken into account or overlooked in the provision of 'age appropriate' programmes.…”

Section: The Planning Contextmentioning

confidence: 91%

The educational affinities of old age and youth‡

O'Brien

1992

International Journal of Lifelong Education

View full text Add to dashboard Cite

Too much emphasis on 'growing old' in our society has apparently been undermining the attitudes of late-life learners to 'keep growing'. By focusing on the planning context and client system components of basic programme planning, this paper explores the paradox that older adults and younger adults are too often segregated in their educational pursuits. While adult educators may be well aware of the older adult potential to learn, an unnecessary bias toward separate programming for younger and older learners precludes intergenerational learning and reinforces stereotypes about ageing processes. Through a discussion of recent gerontological findings, this paper provides support for future efforts toward educational integration of adults of all ages.

show abstract

“…Much research has been conducted on the motivations of older students (Brady and Fowler, 1988;Knowlton, 1977;Moody, 1976), their specific needs and learning styles, their learning outcomes (Cross, 1981;Morstain and Smart, 1974), barriers to e d u c a t i o n (Romaniuk, 1984) and their participation in nonacademic programs (Searle, 1987). Considering the data provided by these studies is essential for developing quality opportunities for older adults.…”

Section: Access To Educationmentioning

confidence: 99%