“Lifelong learning has become a strong catchphrase during current times” (Findsen & Foremosa, 2007, p.1), and it becomes a concept that spans the vast age range of adults engaged in various learning pursuits.  How often, as an adult educator, do I perceive the realm of continuing education to have age limitations?  Why do I seem to have the misconception that older adults are not engaged in learning activities; or that the learning activities they do engage in are perceived to be less important?

A new term has surfaced regarding the learning process of older (ageing) adults – geragogy, “refer[ing] to the need to fine-tune adult learning teaching and instructional styles to enhance the learning experiences of older adults who are generally post-work and post-family, and sometimes,  frail with intellectual limitations” (Findsen & Formosa, 2007, p.4).  With this definition we come to understand that the learning process changes over the lifespan of an adult individual, and that practices best adapting to the younger adults may not adequately support the learning needs of ageing adults.  What factors result in these changes to learning preferences and styles in later life?