Learning in late adulthood in the light of biographical research

• Authors: Aleksandra Marcinkiewicz-Wilk
• Languages of publication: EN

Abstracts

EN

Aim. The paper presents the result of research how people study in older age. Method. The method of biographical research was used. The research presented was embedded in the strand of qualitative research in an interpretative paradigm, in which cognitive science places emphasis on the subject who is learning. In recruiting subjects for research intentional selection was used, based on the typical cases method. One of the basic criteria for selection of candidates was an intention to undertake educational activity. In effect, 12 people participated in my research – 8 women and 4 men. Results. In the biographies analysed, education proceeds in both non-formal and informal areas, so both these area merge with each other and complement each other. The return line of education in late adulthood is characteristic for those biographies in which learning occurs above all in the area of non-formal education. These seniors usually undertake learning in institutions with an educational character which are aimed at that age group, such as the University of the Third Age, Seniors’ Academy, or various kinds of EU training whose beneficiaries are older people. On the other hand, those whose biographies take the form of continued education in late adulthood realise their goals most effectively in informal education. In this area, the most frequent form of activity is self-education. This is undertaken by those who have a previous knowledge of the subject, but were unable to dedicate themselves to it fully because of their professional work.

Keywords

EN

older people, learning in older age, education, adult education, non-formaln education, informal education

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2020
• Volume: 11
• Issue: 2
• Pages: 133-146

Dates

published

2020-09-11

Contributors

author

Aleksandra Marcinkiewicz-Wilk

• Faculty of Pedagogy, University of Wroclaw, Dawida 1, Wrocław, Poland

References

• Baltes, M.M., Carstensen, L.L. (1996). The process of successful aging. Aging and Society, 16, 397-422.
• Braun-Gałkowska, M. (2006). Nowe role społeczne ludzi starych [New social roles of older people]. In: S. Steuden, M. Marczuk (eds.), Starzenie się a satysfakcja życia [Ageing and life satisfaction] (pp. 183-195). Lublin: Wydawnictwo KUL.
• Coleman, P. G., O`Hanlon, A. (2004). Aging and Development: Theories and Research/ London: Hodder Education Publishers.
• Cross K.P, Though A., Weathersby, R., (1978). The Adult Learner. Current issues in higher education. Washington: American Association for higher education.
• Czerniawska, O. (2011). Nowe drogi w andragogice i gerontologii [New ways in andragogy and gerontology]. Łódź: Wydawnictwo Akademii Humanistyczno-Ekonomiczne
• Dominicé, P. (2006). Uczyć się z życia. Biografia edukacyjna w edukacji dorosłych [To learn from life. Educational biography in adult education]. Łódź: Wydawnictwo Wyższej Szkoły Humanistyczno-Ekonomicznej.
• Boulton-Lewis, G.M., Buys L., & Lovie-Kitchin, J. (2006). Learning and Active Aging. Educational Gerontology, 32:4, 271-282, DOI: 10.1080/03601270500494030
• Friebe, J., Schmidt-Hertha, B, . (2013). Activities and barriers to education for elderly people. Journal of contemporary educational studies. 1/2013, 10-26.
• Halaweh, H., Dahlin-Ivanoff, S., Svantesson, U., & Willén, C. (2018). Perspectives of Older Adults on Aging Well: A Focus Group Study. Journal of aging research, https://doi.org/10.1155/2018/9858252
• Janowska, J.(1994). Psychologia humanistyczna jako podstawa praktyki pedagogicznej [Humanities psychology as a basis for pedagogical practice]. In: M. Łobocki (ed.), Psychologia humanistyczna a wychowanie [Humanistic psychology and education]. Lublin: Wydawnictwo UMCS.
• Kim, A. & Merriam, S. B.(2004). Motivations for learning among older adults in a learning in retirement institute. Educational Gerontology, 30:6, 441-455, DOI: 10.1080/03601270490445069
• Knowles, M., Holton III, E. F., Swanson R. A. (2009). Edukacja dorosłych: podręcznik akademicki [Adult edukcation: academic textbook].Warszawa: PWN.
• Kvale, S. (2004). Wprowadzenie do jakościowego wywiadu badawczego [Introduction to qualitative research interview]. Białystok: Trans Humana
• Lazarus, R. S., & Lazarus, B. N. (2006). Coping with aging. Oxford: University Press.
• Malewski, M. (1998). Teorie andragogiczne: mMetodologia teoretyczności dyscypliny naukowej [Andragogical theories: methodology of theoreticality of a scientific discipline ]. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.
• Pakuła, M. (2010). Postawy osób starszych wobec edukacji: studium teoretyczno-diagnostyczne [Attitudes of older people towards education: theoretical and diagnostic study], Lublin: Wydawnictwo UMCS.
• Sapia-Drewniak, E. (2007). Kreatywna rola uczenia się w procesie rozwoju człowieka starszego [The creative role of learning in the development of the elderly]. In: S. Rogala (ed.), Wybrane problemy procesu starzenia się człowiek [Selected problems of the human aging proces]. Opole: Wydawnictwo Instytut Śląski.
• Wessel, J. R., Dolan, K.A., Hollingworth, A. (2018). A blunted phasic autonomic response to errors indexes age-related deficits in error awareness. Neurobiology of Aging, 71: 13 DOI: 10.1016/j.neurobiolaging.2018.06.019
• Ziębińska, B. (2009). Uniwersytety Trzeciego Wieku jako instytucje przeciwdziałające marginalizacji osób starszych [Universities of the Third Age as institutions preventing the marginalisation of older people]. Katowice: Wydawnictwo Naukowe „Śląsk”.

Identifiers

DOI

10.15503/jecs2020.2.133.146