Page 127 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
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d. lahe, j. goriup ■ the role of knowledge about aging
aging, to be able to better perceive and accept their own aging and the ag
ing of society at large.
The presumption of a negative correlation between ageism and
knowledge about aging (rho = -0.239), which is partially derived from the
theory of social development (Wisdom et al. 2014: pp. 12), was confirmed.
The lack of knowledge about the aging process among these secondary
school students is significantly associated with their displaying higher lev
els of ageism. Similar findings were reported by other researchers, for ex
ample; Allan and Johnson (2009: pp. 9), Boswell (2012: pp. 738) and Har
ris Dollinger (2001: pp. 663), O’Hanlon and Brookover (2002: pp. 721),
Palmore (1998) and Wisdom and colleagues (2014: pp. 17). Allan and
Johnson (2009: pp. 9) add that this is conditioned by the indirect effect
of experiencing fear of aging. Young people with more knowledge are less
concerned about aging, which reduces their fear of aging and, albeit indi
rectly, reduces the negative attitude towards older people.
This leads to the conclusion that education about aging is extreme
ly important for reducing ageism, though not all participants in the ed
ucation system are sufficiently aware of that fact. A better understand
ing of aging and age lowers stereotypes about older people and promotes
a positive attitude towards them, among children (Kroutil and Wasyliw,
2002; McGuire, 1993) and those in other age groups (Aday, Sims and Ev
ans, 1991; Goriup, 2014: pp. 86; Mesh and McGlynn 2004: pp. 476; Ol
son, 2007: pp. 986; Randler, et al., 2014: pp. 236). Similarly, Davis-Ber
man and Robinson (1989; according to Kalavar, 2001: pp. 512) suggest that
the best way to change the attitude towards the elderly and aging is infor
mation dissemination on aging and age, as well as ensuring opportunities
for old people to express themselves. If this is included in the education
al process sufficiently early, it will undoubtedly be reflect in the merit, di
versity and benefits of the third generation (ibid.). In order to prevent the
reduction of positive attitudes towards the elderly, Braithwaite (2002: pp.
315) and Randler al (2014: pp. 236) propose the implementation of inter
generational educational programs, which should start in primary school,
as estimated by Gilbert and Ricketts (2008: pp. 582).
Conclusions
Despite many improvements to the integration of older and elderly peo
ple in society, many of them are still being faced with gerontophobia, ste
reotypes, age segregation, marginalization and social stigma. These fac
tors enhance their helplessness, dependency and self-reliance/autonomy,
since they largely affect their social inclusion or exclusion, which is condi
tioned by the knowledge of younger generations about the aging and el
derly population.
125
aging, to be able to better perceive and accept their own aging and the ag
ing of society at large.
The presumption of a negative correlation between ageism and
knowledge about aging (rho = -0.239), which is partially derived from the
theory of social development (Wisdom et al. 2014: pp. 12), was confirmed.
The lack of knowledge about the aging process among these secondary
school students is significantly associated with their displaying higher lev
els of ageism. Similar findings were reported by other researchers, for ex
ample; Allan and Johnson (2009: pp. 9), Boswell (2012: pp. 738) and Har
ris Dollinger (2001: pp. 663), O’Hanlon and Brookover (2002: pp. 721),
Palmore (1998) and Wisdom and colleagues (2014: pp. 17). Allan and
Johnson (2009: pp. 9) add that this is conditioned by the indirect effect
of experiencing fear of aging. Young people with more knowledge are less
concerned about aging, which reduces their fear of aging and, albeit indi
rectly, reduces the negative attitude towards older people.
This leads to the conclusion that education about aging is extreme
ly important for reducing ageism, though not all participants in the ed
ucation system are sufficiently aware of that fact. A better understand
ing of aging and age lowers stereotypes about older people and promotes
a positive attitude towards them, among children (Kroutil and Wasyliw,
2002; McGuire, 1993) and those in other age groups (Aday, Sims and Ev
ans, 1991; Goriup, 2014: pp. 86; Mesh and McGlynn 2004: pp. 476; Ol
son, 2007: pp. 986; Randler, et al., 2014: pp. 236). Similarly, Davis-Ber
man and Robinson (1989; according to Kalavar, 2001: pp. 512) suggest that
the best way to change the attitude towards the elderly and aging is infor
mation dissemination on aging and age, as well as ensuring opportunities
for old people to express themselves. If this is included in the education
al process sufficiently early, it will undoubtedly be reflect in the merit, di
versity and benefits of the third generation (ibid.). In order to prevent the
reduction of positive attitudes towards the elderly, Braithwaite (2002: pp.
315) and Randler al (2014: pp. 236) propose the implementation of inter
generational educational programs, which should start in primary school,
as estimated by Gilbert and Ricketts (2008: pp. 582).
Conclusions
Despite many improvements to the integration of older and elderly peo
ple in society, many of them are still being faced with gerontophobia, ste
reotypes, age segregation, marginalization and social stigma. These fac
tors enhance their helplessness, dependency and self-reliance/autonomy,
since they largely affect their social inclusion or exclusion, which is condi
tioned by the knowledge of younger generations about the aging and el
derly population.
125
