PSYCHOLOGICAL FOUNDATIONS OF OLDER ADULT EDUCATIONAL ACTIVITY
Abstract
Traditional stereotypes regarding aging, old age and older adults, which have long dominated in society, are changing. This is due to
social, economic, technological and cultural factors. One of the characteristic features of the social development of the last fifty years is the population aging, especially in the developed countries. According to UN forecasts, the trend of population aging in most developed societies will continue over the next decades. In more developed countries, life expectancy is increasing, the birth rate is decreasing, and the social and financial support of the older adults is improving. In the late XXth – early XXI century, in the developed countries, a new type of socio demographic group «older adult» appeared (persons aged 55-74 years). They are more educated, healthy and financially supported
people. They are significantly more socially and politically active than previous generations of older people, and future generations of older adults tend to continue their personal growth. This situation intensifies the expansion of educational programs and services for this age group. Historically, the branch of scientific knowledge, which is most associated with the study of learning as an activity of a person, is psychology. Accordingly, the education and training of adults and older adults is largely based on the theories of psychology (behaviorism, cognitivism, cognitive constructivism and developmental psychology), which viewed the learning process as a personality phenomenon. At the same time, in the area of sociocultural psychology, the theory of activity and the theory of cognition, scientific research has shaped the understanding of learning as a form of social participation. Learning activities are an essential condition for positive aging in modern society. A person, being socially active in late adulthood, feels their need and usefulness and thus maintains their emotional, personal and cognitive sphere.
Key words: educational gerontology; learning models; older adults; older adult education; personal development.
Downloads
References
Аніщенко, О., Лук’янова, Л. & Прийма, С. (2017). Неформальна освіта дорослих – освітній тренд ХХІ століття. Рідна школа, 11–12, 3-8.
Баніт, О. (2016). Філософські витоки розвитку особистості в системі неперервної освіти. Андрагогічний вісник, 7, 45–52.
Коваленко, О. Г. (2015). Міжособистісне спілкування осіб похилого віку : психологічні аспекти: монографія. Київ: Інститут обдарованої дитини, 256.
Годлевська, К., & Котун, К. (2021). Психологічна підтримка літніх осіб в період карантину (особливості проведення онлайн вебінарів). Вісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття», (3), 28-33. https://doi.org/10.35387/ucj.1(3).2021.28-33
Лук’янова, Л. Б. (2018). Освітні потреби різних категорій дорослих у контексті особистісного і професійного розвитку. Професійна освіта: андрагогічний підхід : монографія / кол. авторів; за ред. О. А. Дубасенюк. Житомир: Вид. О.О. Євенок, 42–67.
Чаграк, Н. І. (2018). Освіта людей похилого віку в контексті концепції успішного старіння. Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія Педагогіка, 1, 148–157.
Bass, S. A. (1986). Matching educational opportunities with the able elderly. Lifelong Learning, 9 (5), 4–7.
Boulton-Lewis, G.M. (2010). Education and Learning for the Elderly: Why, How, What. Educational Gerontology, 36, 213–228.
Brady, M. (1983). Personal growth and the Elderhostel experience. Lifelong Learning, 3 (6), 11–13.
Butler, R.N. (2002). The study of productive aging. The Journals of Gerontology: Series B: Psychological Sciences as Sciences, 57(6), 323.
Cole, M., Engestrom, Y., & Vasquez, O., Eds. (1997). Mind, Culture and Activity: Seminal Papers from the Laboratory of Comparative Human Cognition. Cambridge: Cambridge University Press.
Cole, W. & Harris, D. (1977). The elderly in America. Boston: Allyn & Bacon.
Cross, K.P. (1981). Adults as learners. San-Francesco, CA: Jossey-Bass.
Erikson, E.H. & Erikson, J.M. (1998). The Life Cycle Completed (Extended Version with New Chapters on the Ninth Stage of Development by Joan M. Erikson). New York: WW Norton and Company.
Glendenning, F. (2001). Education for older adults. International Journal of Lifelong Education, 20 (1), 63–70.
Groombridge, B. (1982). Learning, education and later life. Adult Education, 54 (4), 314–325.
Gruber, H., Law, L.–C., Mandl, H. & Renkl, A. (1995). Situated learning and transfer. Learning in humans and machines: Towards an interdisciplinary learning science. P. Reimann, H. Spada (Eds.). Oxford: Pergamon, 139–156.
Harrison, R. (1993). Learning later five years on. Adults Learning, 5, 4, 94–95.
Havighurst, R.J. (1972). Developmental tasks and education. (3rd ed.). New York: David McKay.
Herzog, A. R., Ofstedal, M.B., & Wheeler, L.M. (2002). Social engagement and its relationship to health. Clinics in Geriatric Medicine, 18, 595–609.
Hiemstra, R.P. (1975). The older adult and learning. Lincoln, NE: University of Nebraska.
Hiemstra, R.P. (1976). The older adult’s learning projects. Educational Gerontology, 1, 331–341.
Horney, K. (1950). Neurosis and Human Growth. Norton, New York.
James, D., Gibson, F., McAuley, G. & McAuley, J. (1996). Introducing older learners to information technology through life history writing. International Journal of Lifelong Education, 15 (1), 50–58.
Jarvis, P. (1980). Pre-retirement education: Design and analysis. Adult Education, 53(1), 14–19.
Keith, J. (1982). Old People as People. Social and Cultural Influences on Ageing and Old Age. Boston;Toronto: Little, Brown and Company.
Knowles, M. (1980). The Modern Practice of Adult Education: Andragogy versus Pedagogy. Revised and updated edition. Chicago: Follet Publishing Company.
Lane, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press.
Laslett, P.A. (1991). Fresh Map of Life: The Emergence of the Third Age. Cambridge, MA: Harvard University Press.
Lave, J. & Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Leont’ev, A.N. (1978). Activity, consciousness, and personality. Englewood Cliffs and London: Prentice Hall.
Levinson, D.J. (1986). A Conception of Adult Development. American Psychologist, 41 (1), 3–13.
Luria, A.R. (1976). Cognitive Development, its Cultural and Social Foundations. M. Cole, Ed. Cambridge, MA and London: Harvard University Press.
Mandl, H. & Kopp, B. (2005). Situated Learning: Theories and Models. P. Nentwig, D. Waddington (Eds.). Making it relevant. Context based learning of science. Munster: Waxmann.
McClusky, H. (1973). Education. Towards a national policy on aging (Final report, 2, 1971. White House Conference on Aging). Washington, DC: Government Printing Office.
Merriam, S.B., Caffarrella, R.S., & Baumgartner, L. (2007). Learning in adulthood (3rd ed.). San-Francisco, CA: Jossey-Bass.
Merriam, S.B. & Kee, Y. (2014). Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults. Adult Education Quarterly, 64 (2).128–144.
Models of adult learning: a literature review (2003). Tusting Karin & Barton David. Leicester: National Research and Development Centre for Adult Literacy and Numeracy.
Neugarten, B. (1976). Adaptation and the life cycle. American Journal of Psychiatry, 136, 887–893.
Peterson, D.A. (1985). A history of education for older learners / D.B. Lumsden. The Older Adult as Learner: Aspects of Educational Gerontology. New York; NY: Hemisphere.
Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Grossman.
Poole, S. & Snarey, J. (2011). Erikson’s stages of the life cycle. S. Goldstein, J. Noglieri (Eds.) Encyclopedia of Child Behaviour and Development, 2, 599–603. New York: Springer.
Resnick, L. B. (1991). Shared cognition: Thinking as social practice. L. Resnick, J. Levine, and S. Teasley (Eds.). Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
Riegel, K. (1976). The dialectics of human development. American Psychologis, 31, 689–700.
Shea, P. & Tidmarsh, M. (1981). An Anglo-French summer school for elders. Adult Education, 53 (6), 367–371.
Smits, C.H., Deeg, D.M., & Schmand, B. (1999). Cognitive functioning and health as determinants of mortality in older populations. American Journal of Epidemiology, 150(9), 978–986.
Tennant, M. & Pogson, P. (1995). Learning and Change in Adult Years: A Developmental Perspective. – San Francisco: Jossey-Bass.
Thorndike, E, Bregman, E., Tilton, J., & Woodyard E. (1928). Adult learning. New York: Macmillan.
Townshend, I. (1996). An Urban Geography of the Third Age: Canadian Metropolitan Segregation and Community Cohesion in Calgary. Calgary, Alberta.
Treybig, D. (1974). Language, children and attitudes toward the aged: A longitudinal study. Gerontologist, 14(5).
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Wolf, M.A. (2009). Older adulthood. P. Jarvis (Ed.). The Routledge international handbook of lifelong learning. London: Routledge.
World Health Organization (WHO). (2002). Active ageing: A policy framework. URL: http://who.int/hpr/ageing/ActiveAgeingPolicyFrame.pdf
References (translated and transliterated)
Anishchenko, O., Lukianova, L. & Pryima, S. (2017). Neformalna osvita doroslykh – osvitnii trend XXI stolittia [Non-formal adult education is an educational trend of the XXI century]. Ridna shkola – Native school, 11–12, 3–8 [in Ukrainian].
Banit, O. (2016). Filosofski vytoky rozvytku osobystosti v systemi neperervnoi osvity [Philosophical origins of personality development in the system of continuing education]. Andrahohichnyi visnyk – Andragogical Bulletin, 7, 45–52 [in Ukrainian].
Kovalenko, O. (2015). Mizhosobystisne spilkuvannia osib pokhyloho viku: psykholohichni aspekty [Interpersonal communication of the elderly: psychological aspects]: monohrafiia. Kyiv: Instytut obdarovanoi dytyny, 256 [in Ukrainian].
Lukianova, L.B. (2018). Osvitni potreby riznykh katehorii doroslykh u konteksti osobystisnoho i profesiinoho rozvytku. Profesiina osvita: andrahohichnyi pidkhid [Educational needs of different categories of adults in the context of personal and professional development. Vocational education: an andragogic approach]: monohrafiia / O.A. Dubaseniuk (Еd.). Zhytomyr, 42–67 [in Ukrainian].
Chahrak, N.I. (2018). Osvita liudei pokhyloho viku v konteksti kontseptsii uspishnoho starinnia [Elderly education in the context of the concept of successful aging]. Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka. Seriia Pedahohika, 1, 148–157 [in Ukrainian].
Bass, S.A. (1986). Matching educational opportunities with the able elderly. Lifelong Learning, 9(5), 4–7 [In English].
Boulton-Lewis, G.M. (2010). Education and Learning for the Elderly: Why, How, What. Educational Gerontology, 36, 213–228 [In English].
Brady, M. (1983). Personal growth and the Elderhostel experience. Lifelong Learning, 3(6), 11–13 [In English].
Butler, R.N. (2002). The study of productive aging. The Journals of Gerontology: Series B: Psychological Sciences as Sciences, 57(6), 323 [In English].
Cole, M., Engestrom, Y., & Vasquez, O., Eds. (1997). Mind, Culture and Activity: Seminal Papers from the Laboratory of Comparative Human Cognition. Cambridge: Cambridge University Press [In English].
Cole, W. & Harris, D. (1977). The elderly in America. Boston: Allyn & Bacon [In English]. Cross, K.P. (1981). Adults as learners. San-Francesco, CA: Jossey-Bass [In English].
Erikson, E.H. & Erikson, J.M. (1998). The Life Cycle Completed (Extended Version with New Chapters on the Ninth Stage of Development by Joan M. Erikson). New York: WW Norton and Company [In English].
Glendenning, F. (2001). Education for older adults. International Journal of Lifelong Education, 20(1), 63–70 [In English].
Groombridge, B. (1982). Learning, education and later life. Adult Education, 54(4), 314–325 [In English].
Gruber, H., Law, L.–C., Mandl, H. & Renkl, A. (1995). Situated learning and transfer. Learning in humans and machines: Towards an interdisciplinary learning science. P. Reimann, H. Spada (Eds.). Oxford: Pergamon, 139–156 [In English].
Harrison, R. (1993). Learning later five years on. Adults Learning, 5, 4, 94–95 [In English].
Havighurst, R.J. (1972). Developmental tasks and education. (3rd ed.). New York: David McKay [In English].
Herzog, A.R., Ofstedal, M.B., & Wheeler, L.M. (2002). Social engagement and its relationship to health. Clinics in Geriatric Medicine, 18, 595–609 [In English].
Hiemstra, R.P. (1975). The older adult and learning. Lincoln, NE: University of Nebraska [In English].
Hiemstra, R.P. (1976). The older adult’s learning projects. Educational Gerontology, 1, 331–341 [In English].
Horney, K. (1950). Neurosis and Human Growth. Norton, New York [In English].
James, D., Gibson, F., McAuley, G. & McAuley, J. (1996). Introducing older learners to information technology through life history writing. International Journal of Lifelong Education, 15(1). P. 50 – 58 [In English].
Jarvis, P. (1980). Pre-retirement education: Design and analysis. Adult Education, 53(1), 14 – 19 [In English].
Keith, J. (1982). Old People as People. Social and Cultural Influences on Ageing and Old Age. Boston – Toronto: Little, Brown and Company [In English].
Knowles, M. (1980). The Modern Practice of Adult Education: Andragogy versus Pedagogy. Revised and updated edition. Chicago: Follet Publishing Company [In English].
Lane, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press [In English].
Laslett, P.A. (1991). Fresh Map of Life: The Emergence of the Third Age. Cambridge, MA: Harvard University Press [In English].
Lave, J. & Wenger, E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press [In English].
Leont’ev, A.N. (1978). Activity, consciousness, and personality. Englewood Cliffs and London: Prentice Hall [In English].
Levinson, D.J. (1986). A Conception of Adult Development. American Psychologist, 41(1), 3–13 [In English].
Luria, A.R. (1976). Cognitive Development, its Cultural and Social Foundations. M. Cole, Ed. Cambridge, MA and London: Harvard University Press [In English].
Mandl, H. & Kopp, B. (2005). Situated Learning: Theories and Models. P. Nentwig, D. Waddington (Eds.). Making it relevant. Context based learning of science. Munster: Waxmann [In English].
McClusky, H. (1973). Education. Towards a national policy on aging (Final report, Vol. 2, 1971 White House Conference on Aging). Washington, DC: Government Printing Office [In English].
Merriam, S.B., Caffarrella, R.S., & Baumgartner, L. (2007). Learning in adulthood (3rd ed.). San-Francisco, CA: Jossey-Bass [In English].
Merriam, S.B. & Kee, Y. (2014). Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults. Adult Education Quarterly, 64(2).128–144 [In English].
Models of adult learning: a literature review (2003). Tusting Karin & Barton David. Leicester: National Research and Development Centre for Adult Literacy and Numeracy [In English].
Neugarten, B. (1976). Adaptation and the life cycle. American Journal of Psychiatry, 136, 887–893 [In English].
Peterson, D.A. (1985). A history of education for older learners / D.B. Lumsden. The Older Adult as Learner: Aspects of Educational Gerontology. New York; NY: Hemisphere [In English].
Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Grossman [In English].
Poole, S. & Snarey, J. (2011). Erikson’s stages of the life cycle. S. Goldstein, J. Noglieri (Eds.) Encyclopedia of Child Behaviour and Development, 2, 599–603. New York: Springer [In English].
Resnick, L.B. (1991). Shared cognition: Thinking as social practice. L. Resnick, J. Levine, and S. Teasley (Eds.). Perspectives on socially shared cognition. Washington, DC: American Psychological Association [In English].
Riegel, K. (1976). The dialectics of human development. American Psychologis, 31, 689–700 [In English].
Shea, P. & Tidmarsh, M. (1981). An Anglo-French summer school for elders. Adult Education, 53 (6), 367–371 [In English].
Smits, C.H., Deeg, D.M., & Schmand, B. (1999). Cognitive functioning and health as determinants of mortality in older populations. American Journal of Epidemiology, 150(9), 978–986 [In English].
Tennant, M. & Pogson, P. (1995). Learning and Change in Adult Years: A Developmental Perspective. – San Francisco: Jossey-Bass [In English].
Thorndike, E, Bregman, E., Tilton, J., & Woodyard, E. (1928). Adult learning. New York: Macmillan [In English].
Townshend, I. (1996). An Urban Geography of the Third Age: Canadian Metropolitan Segregation and Community Cohesion in Calgary. Calgary, Alberta [In English].
Treybig, D. (1974). Language, children and attitudes toward the aged: A longitudinal study. Gerontologist, 14(5) [In English].
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press [In English].
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press [In English].
Wolf, M.A. (2009). Older adulthood. P. Jarvis (Ed.). The Routledge international handbook of lifelong learning. London: Routledge [In English].
World Health Organization (WHO). (2002). Active ageing: A policy framework. URL: http://who.int/hpr/ageing/ActiveAgeingPolicyFrame.pdf [In English].
Abstract views: 303 PDF Downloads: 260
