Gerontagogy Toward Intergenerationality: Dialogical Learning Between Children and Elders.

Area of Science:

• Gerontology
• Adult Education
• Sociocultural Studies

Background:

• Gerontagogy models, like Lemieux's, often limit elders' learning by focusing on chronological age and specific traits.
• Existing models overlook the dynamic aging process and the importance of intergenerational interactions.
• There is a need for a more holistic approach to understanding and facilitating learning in older adults.

Purpose of the Study:

• To overcome the limitations of current gerontagogy models.
• To propose an integrated framework for gerontagogy that incorporates aging and intergenerationality.
• To establish a foundation for a sociocultural, dialogical, and historical approach to elders' learning.

Main Methods:

• Critically analyzing existing gerontagogy models, particularly Lemieux's.
• Proposing the integration of aging as a core concept within gerontagogy.
• Introducing intergenerationality as a key element in the learning process of elders.
• Adopting a sociocultural, dialogical, and historical perspective.

Main Results:

• Identified limitations in gerontagogy related to age-centric and trait-based approaches.
• Developed a theoretical basis for integrating aging and intergenerationality into gerontagogy.
• Proposed a novel framework emphasizing sociocultural, dialogical, and historical dimensions.

Conclusions:

• Gerontagogy requires a paradigm shift beyond age and traits to encompass the complexities of aging.
• An intergenerational and dialogical approach, informed by sociocultural and historical contexts, is crucial for effective elders' learning.
• This revised framework offers a more comprehensive understanding of lifelong learning in later life.