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.

Boulanger, D., Albert, I., Marsico, G., (2020). Gerontagogy toward Intergenerationality: Dialogical Learning Between Children and Elders. Integrative Psychological and Behavioural Sciences .54(2), 269–285, https://doi.org/10.1007/s12124-020-09522-7

Giuseppina Marsico
Writing – Original Draft Preparation
2020

Abstract

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.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4739619
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