Název: The future of intergenerational learning: redefining the focus?
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 2, s. 9-[24]
Rozsah
9-[24]
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2016-2-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/135500
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
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.
Reference
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[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 http://www.beyondcurrenthorizons.org.uk/later-life-and-education-changes-and-challenges/
[18] Living Planet Report 2008. (2008). Retrieved from http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/living_planet_report_timeline/lpr_2008/
[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 http://plato.stanford.edu/archives/spr2010/entries/justiceintergenerational/
[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 http://www.enilnet.eu/Dossier_ENIL_EN2.pdf
[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.