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Projekt międzypokoleniowy w kształceniu geragogów i animatorów kultury

100%
Uzar-Szcześniak K.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2013
|
vol. 14
121-131
EN
The article undertakes the issue of training of specialists in the field of socio-cultural activities for the elderly with the use of cross-generational project method. It describes classes carried out in cooperation between the university and two day care facilities for seniors. There have been presented free time activities conducted by students for seniors: its theoretical frames (competence theory, experiential learning), organizational frames and stages (introduction, conceptualization, activation, evaluation). Also the assessment of the effectiveness of the project method in gaining competences necessary in socio-cultural work with the elderly has been attempted. The students’ feedback indicates the acquirement of: new knowledge of old age, its specificity and the way it conditions the process of facilitation; capability of group cooperation and flexible use of methods adequate to the age of participants; professional self-awareness in the work with the elderly. Also the change in view on aging and the realization that there are values specific for this period of life have been pointed out. Learning from experience in cross-generational relations got the holistic character and may create the favourable conditions for gaining diverse competencies to work with the elderly. The difficulties in running cross-generational projects in frames of university education and ways of overcoming them have been discussed in the article too.
2
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Four Types of Gerontological Education in Poland: the Current Situation and Needs for Future

87%
Szarota Z., Perek-Białas P.-B.
Studia Edukacyjne
|
2017
|
issue 46
207-223
PL
An increased interest in gerontological (old age) education has been recently observed in Poland. It is moreover claimed that this discipline has undergone a rapid development. This observation is particularly true in the context of the Universities of Third Age (U3A) movement. In this paper, we would like to revise current concepts, developed for the purpose of gerontological education, and then contribute to the overall discussion to stress that there is a need to include all education-oriented activities related to old age and ageing in various aspects as one integrated theoretical concept. We would like to address this topic in a holistic manner. However, we aim to connect the aspect of the recent development of old age-focused educational activities carried out in Poland with some data that has not been published before. This will provide an option to understand the development of education of these concepts in Poland as well as help to identify the drawbacks of this process. We will contribute an in-depth evaluation of this process in Poland and outline future needs which have to be met to use all opportunities to prepare both the present and future society for the rapid ageing of Poland’s population.
3
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UCZENIE SIĘ STAROŚCI

63%
Szarota Z.
Edukacja Dorosłych
|
2015
|
issue 1(72)
22-35
PL
W artykule omówione zostały wybrane zagadnienia gerontologii edukacyjnej (geragogiki) jako subdyscypliny pedagogicznej. Poddano analizom edukację gerontologiczną, wyróżniono cztery zakresy uczenia się starości.
EN
Selected problems of educational gerontology (geragogy) were discussed in the article as pedagogical subdiscipline. Gerontological education was analysed and four scopes of learning old age were distinguished.
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