Abstract
This “handbook” operationalizes the theoretical approaches to lifelong learning as seen through the eyes of a senior adult. Ironically, the words senior adult seldom appears but instead the new term, aging gives reference to global citizens that have reached the age and maturity level that the world has all but given up on with respect to lifelong learning policies. Nonetheless, the boundary that spans the border of lifelong learning and aging is explored and analyzed to the point of keeping one mesmerized with interest. It is a must read for those of us who have returned to both learning and formal education in later life; life past the age where few venture into these two realms, or is it?
The handbook, structured into three sections includes the necessary background to understand aging adult learning, the philosophical, sociological, and psychological problems that older adults face daily, why older adults participate, and how they cope with learning. Each section is represented by practical chapters that allow the reader to decide what to take away while not passing judgment on the multinational policies that are currently in place. One interesting note is that the chapters do not have to be read in sequence, for this handbook contains pseudo-isolated chapters that stand on their own merit. It was easy to read ahead, as the introduction gives the reader a brief preview of what to expect. It was also easy to return to previous items of interest and tie them to adult education principles. All but the first chapter present a coda that provides the reader with a brief “so-what.”
Findsen and Formosa provide numerous “suppositions” that allow the reader to develop a reference to where the handbook is going. For instance, the term older adult pertains to one who is no longer involved in an occupational career or with the accountability of raising a family. Another assumable is that most nations do not consider late-life learning to be viable; however, the authors are quick to point out that there is actually sparse empirical evidence on the relation of late-life learning and related brain changes that many may inherit with age. Finally, although it has been known for some time that women are entering postsecondary education at a much greater rate than men, they continue to do so in later life. Findsen and Formosa posit that women return to education for the desire to contribute to society whereas men return for expressive purposes.
Although this handbook references the cognitive, emotional, and social terrains to learning, it would have been beneficial to see the behavioral (training) dimension. The presence of problems that seniors develop with age was discussed throughout the handbook but the actual process of training seniors in technological applications except for e-learning was mostly avoided. It is one thing to mention (albeit in less than two pages) e-mail, Blogs, Wikis and podcasts, but another to pry into the benefits of training as well as a significant method of e-communication.
One other consideration that is worth mentioning is the absence of case studies. The authors open the door by including a few sprinkled throughout some of the chapters but one for each chapter would be better. Case studies allow the reader to conceptualize the application based on the author’s theoretical approach for each book chapter. Each chapter could be easily interpreted by the closing case study that formulates practices of andragogy, or the methods used to teach adults. This way, one would leave the chapter with author’s intended points of view. This could possibly provide better chapter cohesion.
Findsen and Formosa conclude their work with a candid chapter about what they wrote and more important, why they wrote this handbook. They have spanned the universe of notable, adult education authors for reference and they leave the reader with no apology for treading into precarious global, multicultural societies and the policies that either drive or hinder lifelong learning. This book is not a how-to manual but a fresh outlook that enlightens the reader on what is happening with learning for the older population. Additionally, the authors point out the differences between informal and nonformal learning with formal learning and why the latter is less important. The handbook finishes with two important issues of lifelong learning in later life: The learning divide is present throughout many nations of the world and women become marginalized because of poverty and because they are busy taking care of others.