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Teaching Through Remembering: Using Written Reminiscences in Courses for Older Adults
1a University of Humanistic Studies , Utrecht , the Netherlands.
Gerontology & Geriatrics Education
|February 25, 2016
Summary
Reminiscence work in educational courses for older adults helps participants understand aging. This method uses personal stories to explore the meaning of remembering later in life, fostering insight and social skills.
Area of Science:
- Gerontology
- Adult Education
- Psychology of Aging
Background:
- Older adults often face unique challenges related to aging and memory.
- Educational settings can provide structured environments for exploring life experiences.
- Reminiscence is a recognized therapeutic and educational tool for older populations.
Purpose of the Study:
- To analyze the effectiveness of reminiscence work in educational courses for older adults.
- To explore how personal reminiscences can illustrate theoretical concepts about time and memory.
- To investigate the meaning of remembering in later life through participant-generated content.
Main Methods:
- Analysis of a specific educational course designed for older adults.
- Utilizing written reminiscences from course participants as primary data.
- Examining how these reminiscences address theoretical aspects of aging and memory.
Main Results:
- Personal reminiscences served as effective illustrations for theoretical points.
- The process helped participants answer the question of the meaning of remembering in later life.
- Participants gained improved insight into theoretical issues and developed new social skills.
Conclusions:
- Educative use of reminiscence enhances understanding of aging and promotes sense-making.
- Reminiscence work can improve social skills and foster a sense of belonging in older adults.
- This approach allows for a broader perspective beyond dominant historical narratives.
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