Article
| Title: | A systematic perspective on intergenerational learning: theoretical and empirical findings |
| Author: | |
| Source document: | Studia paedagogica. 2016, vol. 21, iss. 2, pp. [25]-41 |
| Extent: | [25]-41 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| DOI: | 10.5817/SP2016-2-3 |
| Type: | Article (English) |
| Stable URL: | http://hdl.handle.net/11222.digilib/135501 |
| License: |
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Abstract(s):
Intergenerational learning is a growing field of practice across Europe. Against a background of demographic and social changes within European countries and the subsequently altering learning processes between different generations in families, communities, and workplaces, educational organizations face the challenge of providing learning opportunities for the different generations. This paper presents research related to the development of intergenerational learning programs in German adult education organizations. Within that project, adult educators from different organizations took part in a training module on intergenerational learning and subsequently created intergenerational learning programs in their own organizations. In this paper we provide insight into the training program of the participating adult educators, as well as into the results of our empirical study. First, we present the systematic framework of intergenerational learning that was used in the training module to initiate the development of practical intergenerational programs. We then present our research design and the results of the qualitative study. Finally, we discuss these results in terms of theory.
Keywords:
intergenerational learning; adult education; training; empirical research
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