Tag: lifelong learning

Defining the Third Age

On By CM DavidsonLeave a comment

Findsen and Formosa (2011) discuss the Third Age as the time between leaving the paid workforce and the eventual frailties of old age (pp.49-51).  When does the majority of the populace enter this ‘age’, and what does it really signify to the individual?  

Some of the changes that become noticeable are the decline in capital (identity, human, and social), that directly affect the psycho-social wellbeing of every individual.  Identity is affected with the change in job status (i.e.: loss of position title, rank, etc.) as the individual is forced to redefine herself to align with her non-working or retired status [this is not the same status as unemployment].  Human capital is affected once an individual is removed from the paid workforce, and there can be a stress attached to redefining the self in relation to human capital (Am I able to find an alternative to paid work to maintain my position as a productive member of society?).  Social capital also becomes reconfigured, as this time of life brings changes in familial obligations (children are grown and on their own); changes in social status (losing relationships due to leaving the paid workforce); and changes in relationship status (widowhood).

Third Age learning opportunities then become paramount in the maintenance of capital, leading to the overall well being of the individual learner.  What opportunities exist for learners in the Third Age category?

University of the Third Age (U3A) in Canada

Third Age Network (Ontario)

Perceptions of lifelong learning

On By CM DavidsonLeave a comment

“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?