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- W288654178 abstract "An empirical study aimed at understanding relationship aspect of older adult education focused on perspective of practitioners. Interviews were conducted with 14 groups of subjects composed of four older adults and one practitioner who had all been involved in learning activities together. Participants were invited to clarify their positions about learning, working with older adults, and establishing a rapport with older learners. Two broad categories of analysis were used to identify meaningful statemen,.s: learning, and being with older learners. Four subcategories of being with older learners were identified. In first two. role of the lovable/loving and role of the competent were stressed by practitioners. The perspective was reinforced with other two subcategories: keeping in touch, and older person as a factor in practitioner self-development. An exchange of roles by practitioners and learner was suggested. Competent practitioners were found to present themselves 4S engaged with older learners in same learning process. The role of practitioner was also seen as being restorative. Competence and love were identified as an antidote to aging. (5 references) (YLB) * Reproductions supplied by EDRS are best that can be made * from original document. Competence and Love, an Antidote to Ageing Adele Chene Universite de Montreal Paper presented at 30 Annual Adult Education Conference U 11 DEPARTMENT Of EDUCAnON Office or Educational Research and Improvement E U CATIONAL RESOURCES INFORMATION CENTER Thm document has tmen repmduced as received from person or organizabor, originating it. 0 Minor changes have beln made tO imPrOse reproduction guahts Points of view or opinions slated in this docu ment do not necesSahis rooms. nt officio) OE RI position or Poucy AAACE PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO 1HE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The growing participation of older adults in educational activities as well as commitment of adult educators to working with older learners are recent subjects of concern but ones which have attracted increasing attention. On one hand, older adults who may experience different forms of exclusion occupy a social space which is made legitimate by educational goals; on other, educators are responding to a new field of practice and, in formal or informal settings, they teach older adults, they act as animators or leaders, and they design or conduct educational activities. In this paper, we want to reflect on role taken by adult educators in their relationship with older learners. Since there are negative stereotypes associated with ageing, one might wonder how adult educators could counteract effect of such stereotypes or how they themselves relate to ageing process. The age relationship is most often inverted in older adult education and unanimous satisfaction of older learners and of adult educators when they speak about educational activities, as we hive seen in a previous research, points to a complicity between educators and learners in regard to learning and ageing or, at least, indicates that commitment of educators is not neutral. In first part of paper, we shall present results of an empirical study which aimed at understanding relational aspect of older adult education, focusing on perspective of practitioners. In second part of paper, theoretical reference is given to support our interpretation of response of practitioners to needs of older alult learners." @default.
- W288654178 created "2016-06-24" @default.
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- W288654178 date "1990-01-01" @default.
- W288654178 modified "2023-09-27" @default.
- W288654178 title "Competence and Love, an Antidote to Ageing." @default.
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