Page 126 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 126
šolsko polje, letnik xxviii, številka 1–2
Based on the empirical data thus obtained, we find that the mistak
en beliefs of these high school students about the elderly, relate primari
ly to the following statements: “At least one-tenth of the aged are living in
long-stay institutions such as nursing homes, mental hospital and homes
for the aged”; “The majority of old people have no interest in, nor capaci
ty for, sexual relation”; “The majority of elder people are socially isolated”
and “The majority of old people are senile”. The data should be considered
in school curriculum planning.
Furthermore, we found some of the characteristics of the respond
ents in terms of knowledge about aging.
Regarding knowledge about aging, there are no statistically signifi
cant differences between the genders (U = 64760, p = 0.567). Statistical
ly significant differences (U = 40443.5, p < 0.01) are found in the second
ary school program; grammar school students (M = 6.57, SD = 1.32) have
more accurate knowledge compared to the students in professional pro
grams (M = 6.15, SD = 1.44).
Spearman’s coefficient showed a statistically significant negative cor
relation (rho = -0.239, p < 0.01) between knowledge and ageism, which
means that the lower respondents’ knowledge about aging is, the more of
ten they develop negative attitudes towards older people.
We were interested in the proportion of respondents whose curricu
lum contained topics on age and the elderly, and whether there were statis
tical differences in ageist observations regarding the presence or absence
of these topics. U-test results showed that there are statistically significant
differences (U = 59356, p < 0.05) among those respondents who have in
corporated content on aging and the elderly (M = 2,23, SD = 0.37) and
those who had not encountered these topics (M = 2.32, SD = 0.32).
The proportion of respondents (21.3 %) whose curriculum con
tained subjects on aging and the elderly during their education was low
er than the proportion of respondents (78.7 %) who did not receive this
kind of instruction, because it was not included in the curriculum. The
high school students in the survey obtained knowledge about gerontol
ogy within lessons in Biology, Geography, Ethics and Society, Sociology
and Psychology.
At this point we agree with the findings of Van Dussel and Weav
er (2009: pp. 343), who state that young people have little opportunity to
learn about the realities of aging and older people through formal teach
ing of gerontology content. In helping to change our traditional educa
tional system to a more lifelong educational system, gerontology should
be part of the school curriculum, so that young people become equipped
with proper knowledge, skills, resources and positive attitudes towards
124
Based on the empirical data thus obtained, we find that the mistak
en beliefs of these high school students about the elderly, relate primari
ly to the following statements: “At least one-tenth of the aged are living in
long-stay institutions such as nursing homes, mental hospital and homes
for the aged”; “The majority of old people have no interest in, nor capaci
ty for, sexual relation”; “The majority of elder people are socially isolated”
and “The majority of old people are senile”. The data should be considered
in school curriculum planning.
Furthermore, we found some of the characteristics of the respond
ents in terms of knowledge about aging.
Regarding knowledge about aging, there are no statistically signifi
cant differences between the genders (U = 64760, p = 0.567). Statistical
ly significant differences (U = 40443.5, p < 0.01) are found in the second
ary school program; grammar school students (M = 6.57, SD = 1.32) have
more accurate knowledge compared to the students in professional pro
grams (M = 6.15, SD = 1.44).
Spearman’s coefficient showed a statistically significant negative cor
relation (rho = -0.239, p < 0.01) between knowledge and ageism, which
means that the lower respondents’ knowledge about aging is, the more of
ten they develop negative attitudes towards older people.
We were interested in the proportion of respondents whose curricu
lum contained topics on age and the elderly, and whether there were statis
tical differences in ageist observations regarding the presence or absence
of these topics. U-test results showed that there are statistically significant
differences (U = 59356, p < 0.05) among those respondents who have in
corporated content on aging and the elderly (M = 2,23, SD = 0.37) and
those who had not encountered these topics (M = 2.32, SD = 0.32).
The proportion of respondents (21.3 %) whose curriculum con
tained subjects on aging and the elderly during their education was low
er than the proportion of respondents (78.7 %) who did not receive this
kind of instruction, because it was not included in the curriculum. The
high school students in the survey obtained knowledge about gerontol
ogy within lessons in Biology, Geography, Ethics and Society, Sociology
and Psychology.
At this point we agree with the findings of Van Dussel and Weav
er (2009: pp. 343), who state that young people have little opportunity to
learn about the realities of aging and older people through formal teach
ing of gerontology content. In helping to change our traditional educa
tional system to a more lifelong educational system, gerontology should
be part of the school curriculum, so that young people become equipped
with proper knowledge, skills, resources and positive attitudes towards
124
