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Guiding the older learner

Authors
Journal
Contemporary Educational Psychology
0361-476X
Publisher
Elsevier
Publication Date
Volume
5
Issue
4
Identifiers
DOI: 10.1016/0361-476x(80)90058-2
Disciplines
  • Design
  • Education
  • Philosophy

Abstract

Abstract The literature of gerontology provides compelling evidence that the adult learner has more than sufficient residual potential to profit from instruction and/or novel experience. A number of educational delivery models, with diverse philosophical-theoretical cores, were discussed through which the adult might realize maximum potential, thereby adapting successfully to the contingencies of survival. Aids in learning coupled with teaching strategies were suggested for inclusion in the design of learning environments. The emphasis throughout is on maximization of capacity through recognition of individual differences observed along the entire age continuum.

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