Research on epistemological models of older adult education: the need of a contradictory discussion

Kern, Dominique

doi:10.1080/03601277.2018.1475123

Cited by 15 publications

(15 citation statements)

References 26 publications

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“…It also accounts for the different motivations, barriers, and benefits of learning. Most importantly, such a statement would form a shared paradigm (Kern, 2018) for the field of educational gerontology where a common language is spoken. Finally, of vital importance, the statement should help older learners navigate alternative visions of their future (Flowers, 2009) in which they fully assert their rights.…”

Section: Resultsmentioning

confidence: 99%

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Hachem

Manninen

2020

Educational Gerontology

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The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variables agency and social and civic participation, respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face. Adult education is offered in a wide variety of settings, which have differing aims and content. Adult education for under-63-year-olds is predominantly vocational, yet non-vocational non-formal educational activities are also offered (Manninen, 2017). Here, UNESCO distinguishes between three types of adult education: literacy and basic skills; continuing education and professional development (vocational skills); and liberal, popular, and community education, with an emphasis on active citizenship skills (UIL, 2019). Older adult education is a fast-growing subfield in adult education (Formosa, 2000) that mainly provides the latter type education, consisting of liberal arts and other non-vocational courses (Findsen & Formosa, 2011). Liberal arts are often defined as the opposite of vocational adult education (Manninen, 2017), a type of learning aimed at self-fulfillment achieved through courses in arts, modern languages, philosophy, crafts, sports, and sciences (Rogers, 1996). In relation to the principles of educational gerontology, liberal arts courses pose an interesting puzzle. Educational gerontology embeds two philosophical strands, which provide polarized perceptions of older adult learning. From a critical perspective (Formosa, 2011; Glendenning & Battersby,

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Section: Resultsmentioning

confidence: 99%

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Hachem

Manninen

2020

Educational Gerontology

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“…They are landmark publications that provide clearly formulated and plainspoken declarations of educational gerontology principles. This trio of statements provides an exception to what Kern (2018) called a lack of systematic referral by educational gerontologist to each other's works. This is true, given that Glendenning and Battersby (1990) own definition of educational gerontology, and therefore the subsequent definitions, follow from Peterson's (1976), which is foundational to the field (Huang, 2010).…”

Section: Goals Of Education (Humanist) Goals Of Education Formentioning

confidence: 89%

“…In the absence of a common language, the debate in educational gerontology risks revolving around what can be seen as a fair share of misunderstandings. Kern (2018) asserted that 'it is indispensable that we talk about something in common ' (p. 351), in reference to the need for a shared paradigm. The construction of common ground should start by critically analysing the existing statements.…”

mentioning

confidence: 99%

Is there a need for a fourth statement? An examination of the critical and humanist statements of educational gerontology principles

Hachem

2020

International Journal of Lifelong Education

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The guiding principles of the education of older adults have been stated in three landmark publications. In their statements of principles, the authors of those publications affiliated themselves with one of two older-adult learning philosophies: a humanist or a critical one. Thirty years since the first statement, the field of educational gerontology is now weighted with theoretical ambiguities that are sustained by the polarised learning philosophies that govern the three statements of principles. In this paper, by adopting a middle-ground approach, I analyse these statements in order to answer three questions: (1) What do the three statements of educational gerontology principles have in common? (2) How do they conflict? (3) What tensions exist within and across the three statements? I conclude that the current dominant learning philosophies are sometimes hegemonic, exclusive and reductive. I suggest a fourth restatement that matches the contemporary advances in the field of educational gerontology.

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“…Researchers from different academic disciplines focus on older adult education (Kern, 2018). The concept of learning has therefore been interpreted in different ways and the complexity of learning is reflected in the numerous learning theories and concepts that are available (see, e.g.,, Illeris, 2009b).…”

Section: The Conceptual Analysis Of Learningmentioning

confidence: 99%

A review of research on the relationship between learning and health for older adults

Schoultz

Öhman

Quennerstedt

2020

International Journal of Lifelong Education

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Previous studies have demonstrated that there is a positive relationship between learning activities and health in general and that learning has a positive impact on the psychological, mental and social aspects of health. Despite this, there are still unanswered questions about the relationship between and the concepts of health and learning. The aim of this review has been to map and synthesise research on the relationship between learning and health for older adults in organised or institutionalised education using a conceptual analysis model. The results demonstrate that intrinsic values like learning for its own sake and the joy of learning are emphasised. Moreover, individual factors of health are emphasised and several different concepts are used to explain health. In the final synthesis, four logics are identified concerning the relationship between learning and health: Learning as Quality of Life, Learning as Social Networks, Learning as a Means for Coping and Learning as a Means for Reducing Risk. In conclusion, there is a need for a more in-depth understanding of the ontological and epistemological grounds for learning and health in the field in order to strengthen the cumulative knowledge production about the relationship between older adults learning and health.

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Research on epistemological models of older adult education: the need of a contradictory discussion

Cited by 15 publications

References 26 publications

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Is there a need for a fourth statement? An examination of the critical and humanist statements of educational gerontology principles

A review of research on the relationship between learning and health for older adults

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