| Learning Later: A More In-Depth Look | |||||
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You don’t grow old: When you cease to learn you are old.…Reuel L. Howe So what is this thing called Lifelong Learning? Or Later-Life Learning? Or Learning Later? Take your pick. It’s really all three, and we’ll use these terms interchangeably. Actually, learning in our “After-50 Years” isn’t really a “thing” at all. It’s more of a belief–a philosophy–that espouses one simple fact: It keeps our minds, bodies and spirits alert through challenging activities with peers and experts in all fields of interest. Distilled even further, it’s an opportunity to make our own unique contribution to society, to meet new people and explore new ideas. Later-life learners embark on their adventures in several different ways. They can take informal non-credit classes on just about any topic at nearby programs. They can learn and relax simultaneously through educational travel. Or, they can give back by using their skills and experiences to help enrich the lives of others in their community. The “Hat Trick” of Learning, Exploring, and Serving is the hallmark of excellence that makes this philosophy so attractive to individuals and society as a whole. Lifelong Learning does, however, mean different things to different people. As unique and individual as we all are, learning later gives us methods for enhancing that individuality even further. One person might explore later-life learning as a way of keeping their social roster active during their post-work years. Another may relish the chance to study obscure topics that they never had time for while working. Others may find educational travel to be the only way to travel. Then there are those who might thrive on societal challenges, such as turning a reluctant student into a willing learner. While each of these people will define lifelong learning differently, they will all be right. What they do have in common, however, is the fact that learning later enables them to expand their intellectual, social, spiritual, and physical horizons far beyond any previous expectations. Whoever said retirement meant going quietly into the good night?
But until recently, formal education has been the domain of youth. Certainly there are some who stay in school much longer, pursuing advanced degrees, but overall, by the age of 22, many adults end their educational journeys. Not everyone agrees with this ideology. As far back as 1854, Henry David Thoreau was arguing for a different philosophy when he wrote: “It is time that we had uncommon schools…that we did not leave off our education when we begin to be men and women. It is time that villages were universities and their elder inhabitants the fellows of universities, with leisure–if they are, indeed, so well off–to pursue liberal studies the rest of their lives.” Then, in the late 1800s, there was an attempt to bring closer attention to the idea of lifelong learning. The Chautauqua Movement, which was known as “colleges for one’s home,” brought individual study to adults of all ages throughout the United States. Unfortunately, this movement’s initial momentum soon faded away and it would be some time before lifelong learning actually established a true foothold in the granite of educational philosophy. Until that happened, the best options available to mature adults were to either return to school in pursuit of a degree or simply audit a class. Finally, in 1962, with the development of the very first lifelong learning program for older adults (the Institute for Retired Professionals at the New School University in New York City) educational philosophy began to change; people once again began looking at ways they could maintain a healthy mind long after traditionalists spoke of ceasing active learning. Later-life learning gained momentum. Institutes devoted to enriching mature adults through a wide variety of courses, adventures, and community service options began opening. And people began to notice. So much so, in fact, that learning later is now no longer limited to just the United States. For instance, France’s own initiatives began in 1972. Shortly thereafter, the International Association of Universities of the Third Age (U3As & UTAs) was established. The idea quickly spread through Europe, spurring countries like Belgium, Switzerland, and Britain to begin their own organizations devoted to later-life learning. Since then, Canada, New Zealand, and Australia have also reaped great benefits from the establishment of lifelong learning programs. And, as you read this, Japan, Mexico, China and other countries are getting on board as well. We will discuss the global nature of later-life learning programs in a future column. Today, you can find lifelong learning opportunities at colleges and universities, at senior centers and adult communities, in libraries, churches, and in shopping places and public spaces. The concept of later-life learning is growing by leaps and bounds as people age and realize how much more enriched their lives will be with the added value of learning later. Social activities surround Lifelong Learning activities. And they make a wonderful addition to your social calendar, no matter who you are. But don’t confuse these activities with stereotypical senior citizen events. Most of these activities have a strong educational component. Just look at some the many events learning later explorers take part in: • Walking & Hiking Clubs Participants in later-life learning are as busy as they want to be, taking courses, developing new friendships, helping in the community, going on field trips and just plain having fun. They bring new focus to their lives and open the eyes of society at large about what it means to be an older adult. Lifelong Learning’s core values of Learning, Exploring, and Serving, coupled with benefits for the Body, Mind, and Spirit make it an incredibly powerful tool for personal transformation and life enhancement. Next Month: The Latest Brain Research  |
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