Intergenerational learning naturally accompanies us through all stages of life. Consequently, it is relevant to inquire under which conditions and circumstances intergenerational learning takes place and what its benefits are.
Understanding this shapes our definition of intergenerational learning. EAGLE (European Approaches to Inter-Generational Lifelong Learning) defines intergenerational learning as “a process through which individuals of all ages acquire skills and knowledge, but also attitudes and values, from daily experience, from all available resources and from all influences in their own ‘life worlds’. ”
If we think of intergenerational learning as a set of specifically created activities, then we can use Fischer’s definition viewing intergenerational learning as “a practice that aimed to bring people together in purposeful, mutually beneficial activities, which promoted greater understanding and respect between generations and could contribute to building more cohesive communities.”
When: November 19 – 20, 2015
Where: Faculty of Arts, Department of Educational Sciences, Masaryk University, Brno, Czech Republic
Format of symposium: Invited lectures + Workshops + Round table
There will be possibility to publish edited texts of conference lectures in the journal Studia paedagogica Volume 21, Issue 2, Year 2016, theme: Intergenerational learning (published in English).
Organizers: Department of Educational Sciences, Faculty of Arts, Masaryk University
ASEM Education and Research hub for LLL (Research network 2: Workplace learning)
Symposium theme: Field of interest of this symposium is defined by three environments where intergenerational learning can occur:
We offer participants the following thematic areas relevant to intergenerational learning:
Social consequences: How do demographic changes related to aging populations influence intergenerational communication and learning? What space does society offer intergenerational learning within the framework of lifelong and lifewide learning? How are the processes of intergenerational learning influenced by the speed of (not only technological) changes? How do changes in family structures and alternative lifestyles shape the circumstances for intergenerational learning in the family?
Related concepts: Is intergenerational solidarity decreasing or, conversely, is intergenerational conflict increasing? How can this be prevented? Can intergenerational communication, support, understanding, and sharing play a role in this? What opportunities does the concept of active aging offer seniors? Can the senior stage of life be considered the crown of life”? In other words, can it be understood as the freest part of life because the choice of activities is up to the seniors, no matter whether the activities are related to work, education, or volunteering?
Participants in intergenerational learning: Who teaches us? Who are taught by other generations? Are they parents, grandparents, or adult children? Are they experienced professionals or mentors? Are they inducing teachers?
Environment of intergenerational learning and learning situations: What intergenerational learning processes take place in the family? How do the experiences of older employees and innovations of younger employees influence learning at work? Under what conditions can we think of intergenerational learning in communities? Under what conditions can we think of intergenerational learning between teachers at schools?
Conditions, contents, and directions of intergenerational learning: Which conditions support intergenerational learning and which prevent it? What exactly is being transmitted in the processes of intergenerational learning? Is it knowledge, skill, values, or tradition? Is such learning social, cognitive, senso-motor, or affective? What role does intention in learning, relationships, and recipient acceptance have?
Benefits and risks of intergenerational learning: For whom is intergenerational learning beneficial and for whom is it risky? Is it accompanied by the risks or concerns of its participants?
Theoretical framework: Which theoretical concepts enable thinking about intergenerational learning? Are there various theories of learning and education of adults? For example, is it possible to use Jack Mezirow’s transformative learning theory, Peter Jarvis’s understanding of learning as an existential process based on specific experiences, or the three-dimensional model of learning developed by Knud Illeris? Alternatively, can any other theory be used for this purpose?
While weperceives the above areas in the light of pedagogical and andragogical perspectives, we realize that they are open to interdisciplinary inquiry and approaches. Consequently, we would like these areas to be understood as an inspiration for authors who would shape them with their own authorial interests and with lesser or higher degree of specificity.
All persons attending the symposium need to register via the online form. Registration will start on 1 October and end on 31 October.
More information: http://intergenerationallearning.cz/
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