Page 121 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 121
d. lahe, j. goriup ■ the role of knowledge about aging
life quality improvements at every stage of the aging process, could help in
solving problems with aging, and help reduce the fear of aging through
out life. Therefore, he suggests an appropriate model for education on ag
ing and prevention of ageism, with an accent on the improvement of in
ter-generational understanding and relations. Even Alford and colleagues
(2001) estimate that knowledge about aging itself is associated with atti
tudes towards aging and is considered one of the most effective methods
in changing attitudes among individuals.
Given the globally aging population, there is also a growing need
for qualified individuals with relevant knowledge about aging and a thor
ough understanding of the aging process (Gellis, Sherman, and Lawrence,
2003). Therefore, Anderson (2000), Kaya et al. (2014) and Olson (2007)
estimate that education on aging should be incorporated into the school
curriculum at all levels of education, as has been confirmed by the stud
ies of Knapp and Stubblefield (2000), O’Hanlon and Brookover (2002),
O’Hanlon, Camp and Osofsky (1993) and Stuart-Hamilton and Ma
honey (2003), who all explored the changes in knowledge of and attitudes
towards the elderly as a result of curriculum interventions. The results of
those studies have shown a positive change in knowledge about and atti
tudes towards the elderly as a result of participation in a course or work
shop focused exclusively on issues related to the elderly. The inclusion of
such content in curricula could improve both knowledge about aging and
older people, as well as the attitude towards them, since we note that age
ism could also be a consequence of the lack of understanding of individ
ual aging.
Although, there are indications that stereotypes about aging and
older people can be reduced by deliberately trying to resolve this prob
lem through education, it has been found that another effective way to
combat stereotypes, prejudices and discriminatory behaviour (besides
other social factors) is the establishment of permanent links between in
dividuals from different social groups. This means that, for the elimina
tion of ageism, prejudice and stereotypes it is of essential importance to
establish stable and continuous interaction between the different gener
ations. The duration of this interaction process has an important critical
dimension, observe Hagestad and Uhlenberg (2005), stating that inter
generational programs which connect younger and older people can help
resolve those adverse social phenomena. Also, appropriate early contacts
between children and the elderly can prevent the development of stereo
types about and prejudices towards the elderly, as acknowledged by Mef
ford and McGuire (2007), who state that it is easier to learn than to re-
119
life quality improvements at every stage of the aging process, could help in
solving problems with aging, and help reduce the fear of aging through
out life. Therefore, he suggests an appropriate model for education on ag
ing and prevention of ageism, with an accent on the improvement of in
ter-generational understanding and relations. Even Alford and colleagues
(2001) estimate that knowledge about aging itself is associated with atti
tudes towards aging and is considered one of the most effective methods
in changing attitudes among individuals.
Given the globally aging population, there is also a growing need
for qualified individuals with relevant knowledge about aging and a thor
ough understanding of the aging process (Gellis, Sherman, and Lawrence,
2003). Therefore, Anderson (2000), Kaya et al. (2014) and Olson (2007)
estimate that education on aging should be incorporated into the school
curriculum at all levels of education, as has been confirmed by the stud
ies of Knapp and Stubblefield (2000), O’Hanlon and Brookover (2002),
O’Hanlon, Camp and Osofsky (1993) and Stuart-Hamilton and Ma
honey (2003), who all explored the changes in knowledge of and attitudes
towards the elderly as a result of curriculum interventions. The results of
those studies have shown a positive change in knowledge about and atti
tudes towards the elderly as a result of participation in a course or work
shop focused exclusively on issues related to the elderly. The inclusion of
such content in curricula could improve both knowledge about aging and
older people, as well as the attitude towards them, since we note that age
ism could also be a consequence of the lack of understanding of individ
ual aging.
Although, there are indications that stereotypes about aging and
older people can be reduced by deliberately trying to resolve this prob
lem through education, it has been found that another effective way to
combat stereotypes, prejudices and discriminatory behaviour (besides
other social factors) is the establishment of permanent links between in
dividuals from different social groups. This means that, for the elimina
tion of ageism, prejudice and stereotypes it is of essential importance to
establish stable and continuous interaction between the different gener
ations. The duration of this interaction process has an important critical
dimension, observe Hagestad and Uhlenberg (2005), stating that inter
generational programs which connect younger and older people can help
resolve those adverse social phenomena. Also, appropriate early contacts
between children and the elderly can prevent the development of stereo
types about and prejudices towards the elderly, as acknowledged by Mef
ford and McGuire (2007), who state that it is easier to learn than to re-
119
