The future of intergenerational learning: redefining the focus?

Název: The future of intergenerational learning: redefining the focus?
Autor: Bottery, Mike
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 2, s. 9-[24]
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Článek
Licence: Neurčená licence
This paper argues that an examination of the literature suggests that many things go by the name of intergenerational learning. It can simply mean any form of learning – formal or informal – in which one generation affects the learning of another, or it can have more focused meanings, the most current perhaps being that of directing formal and informal learning towards dealing with a global demographic context of ageing societies, and therefore of the possibility of utilizing the talents of both young and old in helping each other. Yet two questions arise: are all the possible relationships within an intergenerational context utilized, and why should intergenerational learning not be used for a number of other major global and societal changes? This paper argues that the number of possible relationships involved in intergenerational learning could be expanded, and that more future-focused forms would also lead to the incorporation of other, more widely globalized issues as part of its pedagogic canvas.
[1] Boström, A.-K. (2003). Lifelong Learning, Intergenerational Learning and Social Capital: From Theory to Practice. Stockholm: Institute of International Education, Stockholm University.

[2] Boström, A.-K. (2014). Reflections on intergenerational policy in Europe: The past twenty years and looking into the future. Journal of Intergenerational Relationships, 12(4), 357–367. | DOI 10.1080/15350770.2014.961828

[3] Bottery, M. (2016). Educational Leadership for a More Sustainable World. London: Bloomsbury.

[4] Bottery, M., Wong, P. M., Wright, N., & Ngai, G. (2009). Portrait methodology and educational leadership – putting the person first. International Studies in Educational Administration, 37(3), 84–98.

[5] Campbell, M. (2007). Why the silence on population? Population and Environment, 28(4–5), 237–246. | DOI 10.1007/s11111-007-0054-5

[6] Corcoran, P. B., & Hollingshead, B. P. (Eds.). (2014). Intergenerational Learning and Transformative Leadership for Sustainable Futures. Netherlands: Wageningen Academic Publishers.

[7] Demeny, P. (2003). Population policy dilemmas in Europe at the dawn of the twenty-first century. Population and Development Review, 29(1), 1–28. | DOI 10.1111/j.1728-4457.2003.00001.x

[8] Fischer, T. (Ed.). (2008). Intergenerational Learning in Europe: Policies, Programmes & Practical Guidance. Erlangen: Institute for Innovation in Learning, University of Erlangen-Nuremberg.

[9] Gadsen, V. L., & Hall, M. (1996). Intergenerational Learning: A Review of the Literature. Philadelphia: National Center on Fathers and Families, University of Pennsylvania.

[10] Granville, G. (2002). A Review of Intergenerational Practice in the UK. Stoke-on-Trent: Beth Johnson Foundation.

[11] Hamilton, C. (2004). Growth Fetish. London: Pluto Press.

[12] Hardin, G. (2006). Lifeboat ethics. In L. P. Pojman & P. Pojman (Eds.), Environmental Ethics: Readings in Theory and Application (pp. 443–452). Belmont, CA: ThomasWadsworth.

[13] Intergenerational Solidarity and the Needs of Future Generations: Report of the Secretary General. (2013). New York: United Nations.

[14] Jackson, T. (2009). Prosperity without Growth: Economics for a Finite Planet. London: Earthscan. Kaplan, M., Kusano, A., Ichiro, T., & Hisamichi, S. (1998). Intergenerational Programs: Support for Children, Youth, and Elders in Japan. New York: State University of New York.

[15] Kennedy, P. (1993). Preparing for the Twenty-first Century. London: Harper-Perennial.

[16] Kuehne, V. S., & Melville, J. (2014). The state of our art: A review of theories used in intergenerational program research (2003–2014) and ways forward. Journal of Intergenerational Relationships, 12(4), 317–346. | DOI 10.1080/15350770.2014.958969

[17] Leeson, G. (2009). Later Life and Education: Changes and Challenges. Retrieved from

[18] Living Planet Report 2008. (2008). Retrieved from

[19] Lutz, W. (2009). Sola schola et sanitate: Human capital as the root cause and priority for international development. Philosophical Transactions of the Royal Society B, 364(1532), 3031–3047. DOI 10.1098/rstb.2009.0156 |

[20] Matsutani, A. (2006). Shrinking Population Economics: Lessons from Japan. Tokyo: International House of Japan.

[21] Meadows, D. H., Randers, J., & Meadows, D. L. (2004). Limits to Growth: The 30 Year Update. Vermont: Chelsea Green Publishing.

[22] Meyer, L. (2010). Intergenerational justice. In The Stanford Encyclopedia of Philosophy (Spring 2010 Edition). Retrieved from

[23] Münz, R., & Reiterer, A. (2009). Overcrowded World? Global Population and International Migration. London: Haus Publishing.

[24] Newman, S. (2014). Remembering the past and preparing for an intergenerational future. Journal of Intergenerational Relationships, 12(4), 304–316. | DOI 10.1080/15350770.2014.964122

[25] Newman, S., & Hatton-Yeo, A. (2008). Intergenerational learning and the contributions of older people. Ageing Horizons, 8, 31–39.

[26] Our Common Future. (1987). Oxford: Oxford University Press.

[27] Passey, D. (2014), Intergenerational learning practices—Digital leaders in schools. Education and Information Technologies, 19(3) 473–494. | DOI 10.1007/s10639-014-9322-z

[28] People and the Planet. (2012). London: Royal Society Science Policy Centre.

[29] Report on Intergenerational Learning and Volunteering. (2013). European Network for Intergenerational Learning (ENIL). Retrieved from

[30] Sabin, P. (2013). The Bet: Paul Ehrlich, Julian Simon, and our Gamble over Earth's Future. New Haven: Yale University Press.

[31] Seedsman, T. (2014). The pursuit of continuous improvement in the field of intergenerational relationships: The discipline of the second curve. Journal of Intergenerational Relationships, 12(4) 347–356. | DOI 10.1080/15350770.2014.959442

[32] Seligman, M. E. P. (2011). Flourish: A New Understanding of Happiness and Well-being. London: Nicholas Brearley Publishing.

[33] Smith, L. (2011). The New North: The World in 2050. London: Profile Books.

[34] Speidel, J. J., Weiss, D. C., Ethelston, S. A., & Gilbert S. M. (2009). Population policies, programmes and the environment. Philosophical Transactions of the Royal Society B, 364(1532), 3049–3066. | DOI 10.1098/rstb.2009.0162

[35] Springate, I., Atkinson, M., & Martin K. (2008). Intergenerational Practice: A Review of the literature. Slough: National Foundation for Educational Research.

[36] Stiglitz, J. E., Sen, A., & Fitoussi, J.-P. (2010) Mis-measuring our Lives: Why GDP Doesn't Add Up. London: New Press.

[37] Trends Shaping Education 2013. Spotlight 1: Ageing Societies. (2013). Paris: OECD Publishing.

[38] Weisman, A. (2013). Countdown: Our Last Best Hope for a Future on Earth? New York: Little, Brown and Co.

[39] Wolf, C. (2003). Population. In D. Jamieson (Ed.), A Companion to Environmental Philosophy (363–376). Oxford: Blackwell Publishing.

[40] World Population Prospects: Key Findings and Advance Tables. (2015). New York: United Nations.