[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.
Research center :
Integrative Research Unit: Social and Individual Development (INSIDE) > Institute for Research on Generations and Family
Disciplines :
Social & behavioral sciences, psychology: Multidisciplinary, general & others
Author, co-author :
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
External co-authors :
yes
Language :
English
Title :
Gerontagogy Toward Intergenerationality: Dialogical Learning Between Children and Elders
