Teaching For the Elderly

Before proceeding to the general review, a feeling of the thrust and flavor of the book can be provided by the following quote from John's introduction to her book:

Learning is ageless! People of all age levels are curious and can enjoy the experience of learning new information... Can opportunities for expanding [the minds of the frail elderly] be provided so that their spirits are enriched and they can become a part of the dream realized. (John, 1988, p.1)

What should be noted from the foregoing quote is that John's book is devoted to providing means, techniques, methods, and tools which teachers can use toward the goal of providing very old populations of learners with not only education but a life-enriching experience. This is an important goal that is not much discussed in the educational literature, a fact that makes her book a welcome change.

In the first fifteen pages of the book, John provides a rationale for teaching the elderly: (1) It maximizes their contribution to society; (2) It enriches the overall quality of their lives; (3) It provides that sense of self-fulfillment that comes with learning something n

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o do not practice physical fitness. Evaluation. This chapter was well organized and well presented. The research cited was predominately current; and the expectations for instruction of the elderly based on the cited research were, for the most part, well thought through. Chapter Three This chapter of the book presented a delineation of the relevance of education for the socioemotional needs of elderly populations. In this regard, John states that various factors influence the texture of these needs and that this, in turn, influences the elderly person's learning capacity. Among the factors she cites as influential are: education, experience, and personality. A number of behavioral predictions are formulated based on findings relevant to the discussed factors. After the delineation of behavioral predictions, John then moves on to a discussion of social learning, mentioning such issues as the relevance of group interaction for elderly learning, modelling as a means of instruction and social learning, and the relevance of attitudes for effective learning of elderly populations. The chapter closes with a discussion of some of the emotionally traumatic events faced by the aged; e.g. events such as retirement, depression, los
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Approximate Word count = 2250
Approximate Pages = 9 (250 words per page)

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