Page 128 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 128
šolsko polje, letnik xxviii, številka 1–2
Acts of institutionalisation of the elderly in its essence represent a
product of social construction which contributes to the legitimacy of the
social distance between the elderly and younger generations. Although
the proportion of the elderly population has been growing rapidly and in
evitably, leading to demographic aging, in Slovenian society, the cultural
and social importance of aging is changing slowly, partly because of myths
about aging and an absence of content on aging and the elderly popula
tion in the school curriculum. An intergenerational approach to educa
tion on aging and guidelines for improving quality of life can significant
ly help overcome prejudices and reduce the fear of aging at every stage of
the aging process.
The study confirmed the negative influence of ignorance about age
and ageism and fear of aging, which means that the lack of knowledge
about the aging process is significantly associated with a greater degree
of ageism and fear of aging among young people. Since the relation be
tween knowledge and beliefs about aging holds important implications
for young people, it is necessary to include gerontology content in educa
tion (Anderson, 2000; Butler, 2005; Boswell, 2012; Kay et al., 2014; Ol
son, 2007). The focus should thus fall on the importance and role of in
tergenerational learning, which enables young people (and other members
of the various generations) to develop their interests and character traits,
while (re)shaping values and attitudes towards themselves and others,
adds Goriup (2014: pp. 86).
According to the theory of social development (Vygotsky, 1978), the
basis for the development of ageism may begin very early in life, so it is im
portant that educational content dealing with old age and aging are in
volved in early childhood education. It must be added that intergenera
tional programs are already underway in most Slovenian kindergartens
(e.g. the program “Grandma Tells”). Kindergarten educators, in coopera
tion with their administrators, are trying to cultivate a sense of tolerance
and understanding for the older generation, while stimulating children’s
active and positive cooperation with them.
We propose the integration of educational content on age and aging
into the first educational stage within lessons on Learning Environment;
at the second educational stage of primary school within the subject So
ciety; and at the third educational stage within the subjects Biology, Pa
triotic and Civic Culture and Ethics. In secondary school, we propose the
integration of similar material into the subjects of Sociology, Psycholo
gy and Biology, and at the tertiary level of education within the Social
Sciences, Andragogy and bio-medical subjects. During their education,
the young should have the opportunity to participate in and build (quali
126
Acts of institutionalisation of the elderly in its essence represent a
product of social construction which contributes to the legitimacy of the
social distance between the elderly and younger generations. Although
the proportion of the elderly population has been growing rapidly and in
evitably, leading to demographic aging, in Slovenian society, the cultural
and social importance of aging is changing slowly, partly because of myths
about aging and an absence of content on aging and the elderly popula
tion in the school curriculum. An intergenerational approach to educa
tion on aging and guidelines for improving quality of life can significant
ly help overcome prejudices and reduce the fear of aging at every stage of
the aging process.
The study confirmed the negative influence of ignorance about age
and ageism and fear of aging, which means that the lack of knowledge
about the aging process is significantly associated with a greater degree
of ageism and fear of aging among young people. Since the relation be
tween knowledge and beliefs about aging holds important implications
for young people, it is necessary to include gerontology content in educa
tion (Anderson, 2000; Butler, 2005; Boswell, 2012; Kay et al., 2014; Ol
son, 2007). The focus should thus fall on the importance and role of in
tergenerational learning, which enables young people (and other members
of the various generations) to develop their interests and character traits,
while (re)shaping values and attitudes towards themselves and others,
adds Goriup (2014: pp. 86).
According to the theory of social development (Vygotsky, 1978), the
basis for the development of ageism may begin very early in life, so it is im
portant that educational content dealing with old age and aging are in
volved in early childhood education. It must be added that intergenera
tional programs are already underway in most Slovenian kindergartens
(e.g. the program “Grandma Tells”). Kindergarten educators, in coopera
tion with their administrators, are trying to cultivate a sense of tolerance
and understanding for the older generation, while stimulating children’s
active and positive cooperation with them.
We propose the integration of educational content on age and aging
into the first educational stage within lessons on Learning Environment;
at the second educational stage of primary school within the subject So
ciety; and at the third educational stage within the subjects Biology, Pa
triotic and Civic Culture and Ethics. In secondary school, we propose the
integration of similar material into the subjects of Sociology, Psycholo
gy and Biology, and at the tertiary level of education within the Social
Sciences, Andragogy and bio-medical subjects. During their education,
the young should have the opportunity to participate in and build (quali
126
