Robotova A. S. People of the third age as actors of lifelong education: methodology and research. LIFELONG EDUCATION: The 21st Century.
2014. № 4 (8).DOI: 10.15393/j5.art.2014.2643
2014. № 4 (8).
| Issue 4 (8) | Learning throughout the life |
 pdf-version |
People of the third age as actors of lifelong education: methodology and research
| Robotova A S D.Sc., professor of the Pedagogy Department at Herzen State Pedagogical University of Russia (St.Petersburg) asrbotova@yandex.ru |
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Keywords: the third age lifelong education actors of education. |
Abstract: the article discusses the need for a systematic study of lifelong education phenomenon in relation to people of the third age. The suggested conclusions are based on: the analysis of the topics of doctoral theses on lifelong education written from the beginning of 21st century; the information from the websites of lifelong education research institutions; conversations with colleagues in the age group of 65-80 years; the author's reflection on personal self-education experience. The author draws attention to the fact that most papers dedicated to the third age education place an emphasis on psycho-physiological, social and organizational aspects of teaching seniors. Furthermore, a thorough pedagogical analysis of seniors' education as a consequence of their previous individual educational paths does not exist. Modern pedagogy does not consider cognitive activity of seniors as an intrinsically valuable phenomenon. There is a discrepancy between different practices of teaching older people and the lack of methodology to perform interdisciplinary research of seniors as actors of lifelong education. The article presents a number of promising ideas of studying the subject and teaching how to develop (self-) educational paths in the third age. In particular, the author proposes the idea of identifying older people's positive cognitive potentials in a positive aging context. The author emphasizes that aging process is variable, and the ways to continue education should comply with its variable nature and limited ability to predict its effect. The third age education requires special educational programs, which consider the variety of learners' educational motivation, their gender and cultural characteristics, previous life and educational experience. It is necessary to redefine a teacher's role as a leader who is able to put a learner of any age in an active and independent position. The article poses a number of questions regarding seniors' educational needs and interests. |
Paper submitted on: 11/14/2014; Accepted on: 12/15/2014; Published online on: 12/24/2014.
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DOI: http://dx.doi.org/10.15393/j5.art.2014.2643
