A volume in Lifespan Learning The communication and technology
revolution presents each age group of adults with new expectations for
learning. This book describes how education for young adults (20 to 40
years of age), persons of middle age (40 to 60 years of age) and older
adults (age 60 +) can be differentiated to fulfill changing role demands
emerging in response to social transformation. Developmental tasks for a
society of longevity are defined including why youth should be seen as
essential sources of learning for adults. Themes for each generation are
school, work, family, and personal identity. The way to ensure
consideration of cultural evolution and cultural preservation is for
intergenerational communication to become a common obligation. Reliance
on age-segregated communication is popular and comfortable because peer
conversations have greater agreement and less uncertainty. However, this
practice prevents reflection on views regarded as important by other age
groups. When greater amounts of time are devoted to intergenerational
dialogue, the usual outcomes are reciprocal learning, mutual respect,
and harmony. This book identifies and elaborates the conditions of
learning needed to motivate an age-integrated society. This book is for
several audiences. Faculty and students studying development will find
insights on learning at successive ages. Counselors will learn about
client needs across the full age range of adulthood. Social service
providers will recognize transition in family relationships. Nurses and
administrators will discover ways to help assisted living residents
maintain mental abilities and build social networks. General readers
will understand ways to improve life for relatives, friends, co-workers,
and themselves.
