A captivating idea of critical reflection in geragogy emerges, with the idea of the reflective process becoming an empowering tool for the ageing adult, whereby writing mirrors, “Freire’s ideology which emphasises a dialogical split between ‘us’ (oppressed, the participants) and ‘them’ (oppressors, the status quo) where the former are expected to gain empowerment following the learning experience” (Findsen & Formosa, 2011, p.107).  Empowerment is found in part in controlling learning expectations, outcomes and evaluations (Findsen & Formosa, 2011, p.108).  One consideration for curriculum for ageing adults, to promote autonomy and empowerment is the idea of modern financial realities with banking and credit cards with chip and PIN technology becoming a requirement for many transactions in daily living (Findsen & Formosa, 2011, p. 110).