Philosophical Presuppositions of Education for Old Age

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Abstract
What philosophical justification is there for educating older adults? This article presents four models of education for the older adult and examines their assumptions and implications for curriculum development. The first stage, Rejection, arises from negative attitudes toward aging generated by modern industrial society, with its rejection of education for older people. Stage II, Social Services, embodies the assumptions of the welfare state and describes education for older people as a “leisure-time” activity, thus assuming their prior disengagement from major social institutions. A more radical approach is provided by Stage III, Participation, which looks to education as a preparation for new, active roles or as a political challenge to stereotypes of old age. Finally Stage IV, Self-Actualization, describes old age as a period of potential psychological growth. The article examines the role of higher education in meeting the needs of old people and concludes that, despite calls for “lifelong learning,” most colleges have followed a passive, “leisure-time” model instead of taking a leadership role. It is hoped that more institutions will develop programs based on Stages III and IV, thus providing a positive political and psychological curriculum for educating older people in the future.

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