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Introduction
Boulton-Lewis in this article presents a case for the importance of availing education opportunities for the elderly members of society. The author has published numerous peer-reviewed papers on the subject of aging and learning, both by himself and with other experts on the subject. In this article, he argues that, since the population of the elderly in many modern societies is rapidly increasing, these elderly people, (65 yeas and above), should remain mentally alert, retain their cognitive and motor skills, and socially active.
Boulton-Lewis states that, by the year 2020, as much as 20% of the population in many western societies will be composed of persons who are sixty-five years and older (2010, p.213). The author thus argues that education for these elderly persons, or a process of continual learning well into their sunset years, offers the best bet of keeping them mentally and socially active.
Educational Concerns for the Elderly
Boulton-Lewis subsequently narrows down the learning purposes of the elderly by focusing on why, how and what the elderly who choose to learn do so. The author draws from numerous qualitative and quantitative studies carried out by experts on the field of education for the elderly to present the results on why, how and what the elderly learn.
One of the most salient reasons identified in the article concerning why the elderly choose to learn in old age is to maintain optimum mental functioning. Concerning how the elderly learn, the reasons are varied but ultimately are pegged on discovering new things through travel, learning about other cultures and gaining new experiences. On what the elderly learn, the information presented, by Boulton-Lewis, include learning new technologies and other cultures.
The common thread in the responses given concerning why, how and what the elderly in society learn about is that they are all geared towards experiencing new things, be it technology, a skill or vocation. The factor of experiencing other cultures is also common in these responses.
Boulton-Lewis further explores the opportunities for learning that are available for older people within formal education systems. According to research presented in the article, older people are more open to learning new things and gaining new educational experiences; therefore, they tend to make excellent students.
The elderly have also experienced most of the vagaries of life and thus tend to take challenges much more calmly and rationally qualities that suit them well in the classrooms. The author presents the concept that education and learning are lifelong experiences; thus, older people should take formal schooling in old age in their stride, just as they tend to do.
Boulton-Lewis goes on to present the various educational programs launched within the campuses of various colleges and universities that are exclusively concerned with teaching older people. Other formal programs outside of learning institutions, but concerned with education for the elderly in various countries, are also listed in the article.
Conclusion
Boulton-Lewis article provides valuable insights on the education needs, practices and opportunities for older people. The article is especially beneficial for elderly persons interested in pursuing educational opportunities within their respective countries.
This is because the article offers the elderly reader an opportunity to understand the educational needs that fit him or her, as presented through numerous studies presented in the article, and thus the reader will be able to make an informed choice concerning the educational program to pursue.
Additionally, the article is relevant for stakeholders and policy makers dealing with regulation and overseeing education, for the elderly within their respective countries. The rich empirical research in this field, which is available in the article, will serve as a useful guide on the appropriate policies to be adopted and instituted.
Reference
Boulton-Lewis, G.M. (2010). Education and learning for the elderly: why, how, what. Educational Gerontology, 36(1), 213228. DOI: 10.1080/03601270903182877
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