[en] This paper aims at overcoming the following limits of gerontagogy –particularly with regard to Lemieux’s model: referencing chronological age; delimitating elders’ learning in reference to traits (styles, needs, behaviors, etc.) in contrast to children’s learning; overlooking the aging aspect. To do so, we propose to integrate aging and intergenerationality into gerontagogy from a sociocultural, dialogical and historical approach. This establishes the basis for an intergenerational and dialogical approach to elders’ learning.
Centre de recherche :
Integrative Research Unit: Social and Individual Development (INSIDE) > Institute for Research on Generations and Family
Disciplines :
Sciences sociales & comportementales, psychologie: Multidisciplinaire, généralités & autres
Auteur, co-auteur :
Boulanger, Dany; University of Rimouski, Rimouski, QC, Canada
ALBERT, Isabelle ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE)
Marsico, Giuseppina; University of Salerno, Fisciano, Italy
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Gerontagogy Toward Intergenerationality: Dialogical Learning Between Children and Elders
