Since the 1950s, a growing attention has been paid to the formal and educational aspects of adult education. This article focuses on the complex development of lifelong learning from the perspective of European institutions, and follows the multifaceted way leading from active aging to the lifespan perspective from the policies for the elderly to the rights of the latter to have access to lifelong learning and take part in the community’s social life, thus changing the traditional concept that considered human development as culminating in adulthood and declining with seniority. After analysing andragogical and geragogical proposals, the article discusses the results of an empirical research project based on intergenerational dialogue and education as tools to foster common growth with an individual-centred approach.

How to live in adulthood: from active aging to the lifespan perspective. Suggestions and proposals

Alberto Fornasari
2020

Abstract

Since the 1950s, a growing attention has been paid to the formal and educational aspects of adult education. This article focuses on the complex development of lifelong learning from the perspective of European institutions, and follows the multifaceted way leading from active aging to the lifespan perspective from the policies for the elderly to the rights of the latter to have access to lifelong learning and take part in the community’s social life, thus changing the traditional concept that considered human development as culminating in adulthood and declining with seniority. After analysing andragogical and geragogical proposals, the article discusses the results of an empirical research project based on intergenerational dialogue and education as tools to foster common growth with an individual-centred approach.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/261096
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