摘要
面对愈加多元的老年教育实践,能否有效回应"老年为何学习",将影响到积极老龄化的实现。作为老年学习的逻辑起点问题,诸多研究者对其进行了积极回应,并出现了获取性学习与成长性学习、工具性学习与表达性学习,以及功能主义、道德主义与自由—人文主义等主流性观点。它们都对老年人学习意义进行了诠释,从不同维度揭示了老年人参与学习的丰富内涵。当然,由于学科基础、理性假设的局限性,相关观点也存在各自的缺憾。基于跨学科视角,从健康学、心理学、社会学、经济学、文化学和教育学的视角,对老年人学习意义进行探讨,希望对其产生更深入的认知。
In the face of more and more diversified educational practices for the elderly, whether or not to respond effectively to ＂ why do the elderly learn＂ will affect the realization of active aging. As the logical starting point of the elderly learning,many researchers responded it positively, and there appear some mainstream views, such as,learning as acquiring and learning as becoming, learning as tools and learning as expressing, functionalism, moralism and liberal-humanism, etc. They interpreted the significance of the elderly learning and revealed the rich connotation of the elderly participating learning from different dimensions. Due to the linfitations of the disciplinary foundation and theoretical assumptions, there certainly are some shortcomings in each view. From the interdisciplinary perspective, this paper discusses the significance of the elderly learning from the aspects of health science, psychology, sociology, economies, eulturology and pedagogy, so as to promote the deeper understanding of the elderly learning.
作者
欧阳忠明
李书涵
Ouyang Zhongming;Li Shuhan(Jiangxi Science and Technology Normal Universit)
出处
《终身教育研究》
2018年第6期28-35,共8页
Lifelong Education Research
基金
2018年度江西省高校人文社会科学研究规划项目"积极老龄化真的发生了吗--基于老年大学学习效果的探索性研究"
关键词
老年学习
老年人
学习意义
流派
跨学科
the elderly learning
the elderly
significance of learning
schools
interdiseipline
