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BREAKING NEW GROUND! TOWARD A RESEARCH AGENDA IN OLDER ADULT LEARNING FOR THE 21ST CENTURY

机译:突破新境界!迈向21世纪老年人学习的研究议程

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摘要

One key development in the interface between educational gerontology and older adult learning is the unprecedented exponential growth of the numbers of persons aged 60-plus participating in formal and non-formal learning contexts in addition to self-directed learning initiatives. Many surveys report that one out of every five older persons is engaged in some form of learning, some driven by employment-finding motives, others approaching learning as an end in itself. As a result, the subjects studied, locations of learning, and the emergent social and personal benefits are now increasingly diverse, complex and multifaceted. These factors point towards an urgent need to embed the field of late-life learning in rigorous academic scholarship. Unfortunately, this been slow to materialise as adult education and gerontology research are still appropriated by economic competitiveness and a ‘caregiver lens’ respectively, a state of affairs that has left out the subject of older adult learning out in the cold as far as legitimate scholarship is concerned. This symposium attempts to reverse such a trend by acting as a catalyst to showcase the pressing need for a holistic research agenda for older adult learning. This agenda re-thinks the notion of learning in a way that it reverberates with the psycho-social transitions experienced at the latter ends of the life course; is sensitive to the heterogeneity of older persons due to social class, gender, ethnic, and sexual differences; enhances our insight in the relationship between independent, self-organised, and online learning; as well as pushing the field beyond an Anglo-Western lens by studying differences in late-life learning in different regions, nations, and continents. In reaching out to such objectives, this symposium includes speakers from New Zealand, Australia, Malta, Hong Kong, and Italy, each of whom will put forward a series of goals and objectives for future research for late-life
learning.
机译:教育老年病学和老年人学习之间的接口上的一项重要发展是,除自我指导的学习计划外,参加正式和非正式学习环境的60岁以上的人的数量呈前所未有的指数增长。许多调查报告说,五分之一的老年人从事某种形式的学习,其中一些是由寻找就业动机驱动的,其他则以学习为目的。结果,研究的主题,学习的地点以及新兴的社会和个人利益现在日益多样化,复杂和多方面。这些因素表明,迫切需要将晚年学习领域纳入严格的学术奖学金。不幸的是,由于成人教育和老年病学研究仍然分别受经济竞争力和“看护者”的支持,这种情况的实现速度很慢,这种情况使老年人无法在合法奖学金的范围内学习。被关注到。本次研讨会试图通过逆转这种趋势,作为催化剂,以显示迫切需要针对成年人学习的整体研究议程。该议程重新思考了学习的概念,以回荡生活后期的心理-社会转变。由于社会阶层,性别,种族和性别差异,对老年人的异质性敏感;增强我们对独立,自组织和在线学习之间的关系的了解;并通过研究不同地区,国家和大洲的晚年学习差异,将这一领域推向盎格鲁-西方视野之外。为了实现这些目标,本次研讨会的成员包括来自新西兰,澳大利亚,马耳他,香港和意大利的演讲者,他们每个人都将提出一系列目标和目的,以供将来研究
学习。

著录项

  • 期刊名称 other
  • 作者单位
  • 年(卷),期 -1(1),Suppl 1
  • 年度 -1
  • 页码 1355–1356
  • 总页数 2
  • 原文格式 PDF
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  • 入库时间 2022-08-21 11:09:32

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