Education for Gerontology: Priorities, Potentialities, and Realities

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Abstract
The crises in higher education in the contemporary accelerating culture are characterized by inflation, cutbacks, frozen salaries, depressed job market, and archaic educational programs. Suggestions are made for changes in philosophy and structure within institutions of higher learning to reflect some of the critical societal problems growing from the admixture of racial, sexual, cultural, scientific, and technological revolutions. As with other fields of inquiry, alternate models for education in gerontology need to be developed and implemented. Unlike other fields, the urgent demands for personnel in adult development ánd aging in all areas of education, research, and service exceeds the supply.

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