Learning in Later Life: The Perspective of Successful Ageing

• Authors: Salomėja Šatienė
• Languages of publication: EN

Abstracts

EN

The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

Keywords

EN

Ageing; Conceptualisation; Education; Later life learning

• Publisher: Sciendo
• Journal: Applied Research In Health And Social Sciences: Interface And Interaction
• Year: 2015
• Volume: 12
• Issue: 1
• Pages: 11-23

Dates

published

2015-12-01

online

2015-12-17

Contributors

author

Salomėja Šatienė

• Klaipėda State University of Applied Sciences, Klaipėda, Lithuania

References

• Boulton-Lewis, G.M. (2010). Education and Learning for the Elderly: Why, How, What. Educational Gerontology, 36(3), 213-228.[WoS][Crossref]
• Boulton-Lewis, G. M., Buys, L., & Lovie-Kitchin, J. (2006). Learning and active aging. Educational Gerontology, 32(4), 271-282.[Crossref]
• Bowling, A., & Dieppe, P. (2005). What is successful ageing and who should define it. British Medical Journal, 331, 1548-1551.
• Butyvilienė, J. (2013). Neformalusis suaugusiųjų švietimas: valstybinis ir privatus mokymo sektoriai. Acta Paedagogica Vilnensia, 30, 126-136.
• Čepėnaitė, A. D. (2008). Senyvo amžiaus žmonių socialinė aprėptis ir demokratinio pilietiškumo apraiškos. Socialinis darbas, 7(1), 46-56.
• Fok, S.-Y. (2010). The Meaning of the Learning Experiences of Older Adults in Hong Kong. Educational Gerontology, 36(4), 298-311[WoS][Crossref]
• Formosa, M. (2012). Education and Older Adults at the University of the Third Age, Educational Gerontology, 38(2), 114-126.[Crossref]
• Green, C. S., & Bavelier, D. (2008). Exercising your brain: A review of human brain plasticity and training-induced learning. Psychology and Aging, 23, 692-701.[WoS]
• Guglielman, E. (2012). The aging brain: Neuroplasticity and lifelong learning. eLearning Papers. No. 29. Available at (Retrieved on 03/05/2015).
• Hayslip, B. Jr. & Cooper, A.M. (2012). Subjective and Objective Intellectual Change in Older Adults. Educational Gerontology, 38, 190-200.[WoS]
• Jankūnaitė, D., & Naujanienė, R. (2012). Sėkmingos senatvės prielaidos: senyvo amžiaus asmenų perspektyva. Social work. Experience and methods, 10(2), 209-232.
• Kalvaitis, A., Barauskienė, J., Jankūnaitė, D., & Naujanienė, R. (2012). Sėkmingos senatvės prielaidos Mačėnaitė, A. (2014). Trečiojo amžiaus universitetai Lietuvoje: situacijos analizė ir plėtros gairės. Vilnius: Ugdymo plėtotės centras.
• Kardelis, K.. (2002) Mokslinių tyrimų metodologija ir metodai. Šiauliai: ŠU leidykla.
• Lietuvos Respublikos Neformaliojo suaugusiųjų švietimo įstatymas (1998, 2014). Žin., 1998, Nr.66-1909; TAR, 2014-07-22, Nr. 10429.
• Mahncke, H.W., Bronstone, A., & Merzenich, M. M. (2006). Brain Plasticity and Functional Losses et al. (2006). Brain Plasticity and Functional Losses in the Aged: Scientific Bases for a Novel Intervention. Progress in Brain Research, 157, 81-109.
• Merzenich, M.M. (2005). Change minds for the better. The Journal on Active Aging. November/December: 22-29. Available at https://sites.oxy.edu/clint/physio/article/Changemindsforthebetteragingcognition.pdf (Retrieved from 04/02/2015).
• Mickūnaitė, E. (2008). Rizikos grupių suaugusiųjų požiūris į mokymąsi. Acta Paedagogica Vilnensia, 21, 149-159.
• Miežytė-Tijūšienė, J., & Bulotaitė, L. (2012). Pensinio amžiaus žmonių socialinis aktyvumas bei psichologinė savijauta. Gerontologija, 13(4), 199-205.
• Mockus, A., & Žukaitė, A. (2012). Sėkmingas senėjimas: psichologinis aspektas. Gerontologija, 13(4), 228-234.
• Neformaliojo suaugusiųjų švietimo plėtros 2014-2016 metų veiksmų planas (2014). Lietuvos Respublikos švietimo ir mokslo ministro 2014 m. spalio 9 d. įsakymas Nr. V-893. TAR, 2014-10-13, Nr. 14016.
• Nacionalinė mokslo programa „Sveikas senėjimas“ (2015). Lietuvos Respublikos švietimo ir mokslo ministro 2015 m. vasario 5 d. įsakymas Nr. V-82, TAR, 2015-02-05, Nr. 1775
• Park, D., & Reuter-Lorenz, P. (2009). ‘The adaptive brain: Aging and neurocognitive scaffolding’, Annual Review of Psychology, 60, 173-196.[WoS]
• Phelan, E. A., Anderson, L. A., Lacroix, A. Z., & Larson, E. B. (2004). Older adults' views of "successful aging"- How do they compare with researchers' definitions? Journal of American Geriatrics Society, 52(2), 211-216. Available at http://www.medscape.com/viewarticle/467925 (Retrieved on 02/02/2015).[Crossref]
• Rowe, J. W., & Kahn, R.L. (1997). Successful aging. Gerontologist, 37, 433-440.
• Strawbridge, W.J., Wallhagen, M. I. & Cohen, R. D. (2002). Successful Aging and Well-Being: Self-Rated Compared with Rowe and Kahn. The Gerontologist, 42 (6), 727-733. Available at http://gerontologist.oxfordjournals.org/content/42/6/727.full.pdf (Retrieved on 03/02/2015).[Crossref]
• Taikomasis suaugusiųjų švietimo tyrimas (2011). Vilnius: Socialinės informacijos ir mokymų agentūra.
• Tam, M. (2013). Perceptions of successful ageing and implications for late-life learning. Studies in Continuing Education, 35(3), 281-298.[WoS]
• Trečiojo amžiaus universitetų sistemos veiklos analizė (2012). Vilnius: Socialinės informacijos ir mokymų agentūra.
• Valstybinė švietimo 2013-2022 metų strategija (2013). Lietuvos Respublikos Seimo 2013 m. gruodžio 23 d. nutarimas Nr. XII-745. Valstybės žinios, 2013-12-30, Nr. 140-7095.

Identifiers

DOI

10.1515/arhss-2015-0003