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A Relational Sociological Approach to Active Ageing: The Role of Intergenerational Relations and Social Generativity

100%
Meda S. G., Rossi G., Bramanti D.
Stan Rzeczy
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2017
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issue 1(12) The Relational Turn in Sociology: Implications for the Study of Society, Culture, and Persons
215-239
EN
This paper considers the concept of active ageing from the perspective of relational sociology. Active ageing is the process of optimizing opportunities for health, participation, and security in order to enhance quality of life as people age. Ageing occurs in a relational network (the family, society), with a whole range of reciprocal mutual interactions (support, care, etc.). Starting from an operationalization of the relational components (Donati 2011) of the active ageing process, SHARE data were considered, as well as data collected for the Italian survey Non mi ritiro: l’allungamento della vita, una sfida per le generazioni, un’opportunità per la società (“I’m Not Withdrawing: The Lengthening of Life, a Challenge for the Generations, an Opportunity for Society”, 2013–2014, N=900), in which the way Italians and other Europeans face ageing was explored. Finally, the focus was ona sub-sample of older adults active in various relational networks, such as their families (grandparents and caregivers aged 65+ of the older generation) and third-sector organizations. By embracing a relational (intergenerational) lens it was possible to grasp the differentiation that characterizes the ageing process, the transformations and standstills of individuals, as well as different orientations and ideas that facilitate or hinder the path to active ageing.
2

Moral (or ethical) education in Slovakia and its theoretical basis

86%
Gluchman V.
Ethics & Bioethics
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2016
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vol. 6
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issue 1-2
79-89
EN
With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro-socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically based educational program which is resulting from the problematic division of a social and moral experience into egoistic and prosocial. Egoism is presented in a distorted form and is characterized as the cause of all moral evil. However, there are several different types of understanding of the term egoism in philosophy and ethics as for example psychological and ethical egoism, or self-interest. Ethical egoism or self-interest cannot be identified with selfishness. The main aim of moral education should not be only to form the desired children and youth moral orientation but on the other hand, to form morally self-confident individuals who are able to solve the moral problems, to help the others to solve them as well and to be able to bear moral responsibility for their own deeds.
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