Aging Students: Implications for Intergenerational Development in the Classroom

Abstract

Demographic shifts and changing socioeconomic and cultural expectations predict a significant 21st century increase in older adults seeking postsecondary education. How will college faculty prepare for this influx of over-24-ycar-olds, effectual peers and parents? What will these inter-generational students, half of them women, require for full participation in an increasingly pluralistic society? After presenting a sketch of what we currently know about integrating older students, a case study of an established natural learning environment is discussed as to its implications for classroom reform. The following anthology of sensible models of education and development is incorporated by way of extending the discussion of their interaction: Bassnches' (1984) postdialectical metaformal schemata: Fay's (1987) elaboration of a critical social science; Bruner's (1990) comparative procedure for understanding human development; Belenky, Clinchy, Goldberger, and Tarule's (1986) learning style typology; Gardner's (1991) comments on contextual changes which precipitate regression to prescholastic means; and Donald Davidson's (1994) tripartite conceptualization of possible knowledge. A system involving the transposition of dialectical and discourse methods (that seeks to avoid the habits of mind which typically compromise our theories and our efforts to ope rationalize them) is proposed for moving faculty and students beyond the current “culture wars.”