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Geragogy (also geragogics) is a theory which argues that
From John, Martha T. (1988). Geragogy: A theory for teaching the elderly:
*Learning should aim to provide skills and resources which maintain personal independence. Useful, practical outcomes must therefore be highlighted before a course of study begins, and any assigned tasks must have meaning for older adults. Enjoyment, curiosity, seeking information and desiring communication are typical routes into learning.
* Variety in teaching methods is required, rather than reliance on lengthy verbal presentations. A flexible, interdisciplinary approach which responds to the needs of the learners present is vital.
* Tutors should strive to maintain a clear focus on the topic, limiting the number of ideas presented. Irrelevant or overly distracting concepts should be avoided.
* In place of discipline or rote-learning, tutors should stimulate engagement with warmth, positive comments, approval and encouragement.
* Learners may take longer to complete tasks and assignments than younger people. They may also wish to return repeatedly to a task until they feel comfortable. Examples should be reinforced regularly and often, using differing contexts in order to give as many opportunities as possible for learners to grasp a concept.
* The past experiences of learners can be useful in grounding their understanding. Tutors should seek to review specific skills which allow each learner to be creative in their own way, building on their personal life experience. It is also important to review information that may have been learned in the past (such as at school) but has not been used for some time.
older adults
Old age is the range of ages for people nearing and surpassing life expectancy. People who are of old age are also referred to as: old people, elderly, elders, senior citizens, seniors or older adults. Old age is not a definite biological sta ...
are sufficiently different that they warrant a separate educational theory
Education sciences, also known as education studies or education theory, and traditionally called ''pedagogy'', seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, education ...
. The term eldergogy has also been used. Some critics have noted that "one should not expect from geragogy some comprehensive educational theory for older adult learners, but only an awareness of and sensitivity towards gerontological issues".
Key distinctions between traditional pedagogy
Pedagogy (), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken ...
and geragogy include offering "opportunities for older adult learners to set the curriculum themselves and to learn through activities of personal relevance" as well as recognition of age-related issues which may affect learning, such as reduced sensory perception
Perception () is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment. All perception involves signals that go through the nervous syste ...
, limited motor capabilities and changes in cognitive processes, especially memory
Memory is the faculty of the mind by which data or information is encoded, stored, and retrieved when needed. It is the retention of information over time for the purpose of influencing future action. If past events could not be remembe ...
.
Collaborative peer learning
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain e ...
, as employed in the University of the Third Age
The University of the Third Age (U3A), is an international movement whose aims are the education and stimulation of mainly retired members of the community — those in their third 'age' of life.
There is no universally accepted model for the U ...
, is a common element within geragogic settings.
Principles of geragogy
From John, Martha T. (1988). Geragogy: A theory for teaching the elderly:
*Learning should aim to provide skills and resources which maintain personal independence. Useful, practical outcomes must therefore be highlighted before a course of study begins, and any assigned tasks must have meaning for older adults. Enjoyment, curiosity, seeking information and desiring communication are typical routes into learning.
* Variety in teaching methods is required, rather than reliance on lengthy verbal presentations. A flexible, interdisciplinary approach which responds to the needs of the learners present is vital.
* Tutors should strive to maintain a clear focus on the topic, limiting the number of ideas presented. Irrelevant or overly distracting concepts should be avoided.
* In place of discipline or rote-learning, tutors should stimulate engagement with warmth, positive comments, approval and encouragement.
* Learners may take longer to complete tasks and assignments than younger people. They may also wish to return repeatedly to a task until they feel comfortable. Examples should be reinforced regularly and often, using differing contexts in order to give as many opportunities as possible for learners to grasp a concept.
* The past experiences of learners can be useful in grounding their understanding. Tutors should seek to review specific skills which allow each learner to be creative in their own way, building on their personal life experience. It is also important to review information that may have been learned in the past (such as at school) but has not been used for some time.
See also
*References
Further reading
*Battersby, D. (1987). "From andragogy to geragogy". ''Journal of Educational Gerontology'' 2(1): 4–10. *Berdes, C., Dawson G.D., Zych, A.A. eds. (1992). ''Geragogics: European research in gerontological education and educational gerontology''. New York: The Haworth Press. . *Formosa, M. (2002). "Critical gerogogy: Developing practical possibilities for critical educational gerontology". ''Education and Ageing'' 17(3): 73–86. *John, M.T. (1983). ''Teaching and loving the elderly''. Springfield, IL: Charles C. Thomas. *Johnson, L. (2016). Geragogy. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 504–508). SAGE Publications, Inc. *Lebel, J. (1978). "Beyond Andragogy to geragogy". ''Lifelong learning: The adult years'' 1(9): 16–8. *Pearson, M. (2011). "Gerogogy in patient education - revisited". ''The Oklahoma Nurse'' 56(2): 12–17. *Pearson, M. (1986). "Gerogogy in patient education". ''Home Healthcare Nurse'' 14(8): 631–636. {{Authority control Pedagogical disciplines Educational stages Adult education