Objectives
Old age is the stage of life when people are the most vulnerable to existential experi... more Objectives Old age is the stage of life when people are the most vulnerable to existential experience. These concerns intensify in late adulthood when individuals become increasingly prone to reflection and inclined to evaluate their lives. The study aimed to explore how older people who are active learners dealt with their existential concerns.
Method The study was based on the qualitative approach and grounded theory. The data collection methods were narrative interviews and semi-structured interviews. Eighteen interviews were conducted. The narrators were students of Universities of the Third Age.
Results An in-depth analysis of the collected empirical material revealed three themes that helped us understand how study participants differentiated their ways of dealing with self-perception of aging, effectiveness, and performing developmental tasks. This also allowed us to distinguish three main strategies educationally active older adults used to cope with existential concerns: repression, escape, and engagement.
Conclusion The study’s results indicate that confrontation or avoidance of existential problems can be perceived as a factor contributing to developing an older person’s identity in two different ways. On the one hand, the readiness to face existential concerns leads to maturity in old age, a high level of social adaptation, supporting others, and, at the same time, focusing on oneself while ignoring existential concerns, which may contribute to held age identities that are younger than actual age.
RESEARCH OBJECTIVE: This article presents embodiment in relation to four areas of human agency. T... more RESEARCH OBJECTIVE: This article presents embodiment in relation to four areas of human agency. The findings are part of a larger project on learning to be old. THE PROBLEM AND RESEARCH METHODS: The main research problem is understanding how strategies, actions, and attitudes toward one’s body differ among the study participants in various agency areas. The study is based on a constructivist paradigm and grounded theory methodology. THE PROCESS OF ARGUMENTATION: Four fields of the agency have been presented on a continuum, where on one side, forces are pushing a person towards dependence, while on the other side, there is the individual’s independence. These areas were identified during the analysis of empirical data and allow for a departure from judgmental approaches to aging, serving as model areas for the functioning of an older adult . These areas were used to reflect on the embodiment of older people. Finally, the embodiment category was placed within broader structures such a...
This article presents embodiment in relation to four areas of human agency. The findings are part... more This article presents embodiment in relation to four areas of human agency. The findings are part of a larger project on learning to be old. The main research problem is understanding how strategies, actions, and attitudes toward one’s body differ among the study participants in various agency areas. The study is based on a constructivist paradigm and grounded theory methodology. Four fields of the agency have been presented on a continuum, where on one side, forces are pushing a person towards dependence, while on the other side, there is the individual’s independence. These areas were identified during the analysis of empirical data and allow for a departure from judgmental approaches to aging, serving as model areas for the functioning of an older adult . These areas were used to reflect on the embodiment of older people. Finally, the embodiment category was placed within broader structures such as dis courses, concepts, and theoretical knowledge about aging and getting old. The findings indicate the multidimensional nature of the aging body. Different strategies, actions, and attitudes towards one’s embodiment are activated depending on the individual’s life situation and social position. Embodiment occupies a special place in learning to be old. It is one of the primary regulators of this process. As it turns out, self-identification is primarily related to the body. Furthermore, the findings of this study allow moving away from a narrow understanding of aging as physical deterioration and decay.
Being very much engaged in educational activities, active older learners are a unique group. That... more Being very much engaged in educational activities, active older learners are a unique group. That is why it is interesting to study how these people age. Educated and open people can best express their thoughts about old age through deep, reflection-oriented interviews. Thanks to qualitative analysis of semi-structured interviews with biographical elements, a typology of aging was developed, exposing the existential perspective. The typology is based on several characteristics: satisfaction from own old age, acceptance of old age, suffering, coping with existential concerns, resourcefulness, spirituality, or attitude towards death and dying. Four aging types were generated: confrontational, continuation, consumption, and constructive. Each represents different ways active older learners cope with everyday struggles and different mechanisms they introduce into their daily lives.
Celem artykułu jest ukazanie koncepcji całożyciowego uczenia się w trzech wymiarach – makro-, mez... more Celem artykułu jest ukazanie koncepcji całożyciowego uczenia się w trzech wymiarach – makro-, mezo- i mikrospołecznym na przykładzie gerontologii edukacyjnej. Pierwszy odnosi się do aktów prawnych stanowiących podwaliny pod tworzenie polityki edukacyjnej, drugi wskazuje na instytucje i organizacje dokonujące implementacji zaleceń, jakie odnaleźć można w raportach ponadnarodowych organizacji zajmujących się tworzeniem zrębów koncepcji uczenia się przez całe życie, natomiast trzeci wymiar koncentruje się na kontekście życia jednostki, który stanowi podstawę dla tworzącej się tożsamości człowieka. Pomimo że analizowana koncepcja realizowana jest w wielu miejscach na świecie, to ma ona charakter typowo europejski. Na końcu podane zostały trzy różne sposoby badań, jakie zastosować można przy eksploracji koncepcji całożyciowego uczenia się
Międzypokoleniowe uczenie się może mieć charakter nieformalny oraz pozaformalny. W pierwszym ... more Międzypokoleniowe uczenie się może mieć charakter nieformalny oraz pozaformalny. W pierwszym przypadku odbywa się wewnątrz rodziny, jak też i poza nią. Natomiast w drugim przypadku przyjmuje postać różnych edukacyjnych programów międzypokoleniowych. Problematyka podjętych badań dotyczy nieformalnego wymiaru międzypokoleniowego uczenia się. Głównym celem było rozpoznanie pozycji, z jakiej osoby starsze kierują swój przekaz do innych pokoleń, identyfikacja zakresu i siły tego przekazu oraz tego, czym wyróżnia się przekaz międzygeneracyjny w późnej dorosłości. Badanie osadzone zostało w paradygmacie konstrukcjonistycznym i metodologii teorii ugruntowanej. Do gromadzenia danych wykorzystana została technika wywiadu częściowo strukturyzowanego. Materiał empiryczny stanowiło 37 nagranych wywiadów z osobami powyżej siedemdziesiątego roku życia (21 kobiet i 16 mężczyzn). Dobór kolejnych przypadków miał charakter teoretyczny. Wyniki przeprowadzonych anal...
The purpose of this article is a brief overview of selected positions concerning gerotranscendenc... more The purpose of this article is a brief overview of selected positions concerning gerotranscendence theory. The author presents a set of assumptions as well as a set of concepts with statements. Finally, the selected positions which evaluate the theoretical outputs of Lars Tornstam attract the main attention.
Introduction: Self-assessment refers to the opinions, views, attitudes, judgments, own knowledge,... more Introduction: Self-assessment refers to the opinions, views, attitudes, judgments, own knowledge, abilities, skills, talents, and achievements an individual holds. It is one of the factors regulating human functioning both in the area of personal and professional life. Adequate self-assessment is fostering to setting realistic tasks and achievable goals.Research Aim: This study analyzes professional knowledge and skills self-assessment concerning dyslexia among elementary school teachers. The research sample was composed of 239 teachers who work in Lodz, Poland.Method: A simple random sampling method and questionnaire survey were used in this study. The calculation of statistical tests was used: Kruskal-Wallis, Mann-Whitney U, Spearman rank correlation coefficient (rs). As the level of significance, there was p ≤ 0,01; 0,05.Results: The research results show a very high and high self-assessment of teachers in terms of knowledge about dyslexia and the ability to work with a dyslexic ...
W obliczu współczesnych wyzwań globalnych i kryzysu ekologicznego tradycyjny sposób wytarzania wi... more W obliczu współczesnych wyzwań globalnych i kryzysu ekologicznego tradycyjny sposób wytarzania wiedzy jest niewystarczający. Na przestrzeni ostatnich kilku dekad zaczęły pojawiać się nowe modele wytwarzania wiedzy w postaci post-akademickiej nauki, post-normalanej nauki, trybu 2, potrójnej, poczwórnej, a także pięcioelementowej helisy. Każdy kolejny model charakteryzuje się coraz większym stopniem złożoności. Nie bez wpływu pozostaje to na środowisko akademickie oraz na badania. Celem artykułu jest wskazanie na zmiany w sposobach wytwarzania wiedzy oraz ukazanie wybranych konsekwencji dla prowadzenia badań naukowych. W wyniku przeprowadzonych analiz udało się wyodrębnić kilka znaczących zmian w badaniach naukowych, jakie zaszły na przestrzeni ostatnich kilkunastu lat. Zaliczone do nich zostało: odgórne ustalanie celów i priorytetów badawczych, komercjalizacja badań, zjawisko zarządzania badaniami, społeczne uwiarygodnianie badań, transdyscyplinarność i zespołowość badań, usieciowien...
Research methodology has recently been reduced to using research methods and techniques that are ... more Research methodology has recently been reduced to using research methods and techniques that are perceived only as ready-to-use tools. Paradigmatic issues become of secondary importance and left unsaid in research work or replaced by a multi-paradigm approach characterised by pluralist ontology and epistemology. The paradigm consists of assumptions and fundamental beliefs and represents a worldview that defines the nature of the world. It helps to justify the use of selected methods and techniques. The article aims to present the social constructionism paradigm and its application in old age and aging research.
Objectives
Old age is the stage of life when people are the most vulnerable to existential experi... more Objectives Old age is the stage of life when people are the most vulnerable to existential experience. These concerns intensify in late adulthood when individuals become increasingly prone to reflection and inclined to evaluate their lives. The study aimed to explore how older people who are active learners dealt with their existential concerns.
Method The study was based on the qualitative approach and grounded theory. The data collection methods were narrative interviews and semi-structured interviews. Eighteen interviews were conducted. The narrators were students of Universities of the Third Age.
Results An in-depth analysis of the collected empirical material revealed three themes that helped us understand how study participants differentiated their ways of dealing with self-perception of aging, effectiveness, and performing developmental tasks. This also allowed us to distinguish three main strategies educationally active older adults used to cope with existential concerns: repression, escape, and engagement.
Conclusion The study’s results indicate that confrontation or avoidance of existential problems can be perceived as a factor contributing to developing an older person’s identity in two different ways. On the one hand, the readiness to face existential concerns leads to maturity in old age, a high level of social adaptation, supporting others, and, at the same time, focusing on oneself while ignoring existential concerns, which may contribute to held age identities that are younger than actual age.
RESEARCH OBJECTIVE: This article presents embodiment in relation to four areas of human agency. T... more RESEARCH OBJECTIVE: This article presents embodiment in relation to four areas of human agency. The findings are part of a larger project on learning to be old. THE PROBLEM AND RESEARCH METHODS: The main research problem is understanding how strategies, actions, and attitudes toward one’s body differ among the study participants in various agency areas. The study is based on a constructivist paradigm and grounded theory methodology. THE PROCESS OF ARGUMENTATION: Four fields of the agency have been presented on a continuum, where on one side, forces are pushing a person towards dependence, while on the other side, there is the individual’s independence. These areas were identified during the analysis of empirical data and allow for a departure from judgmental approaches to aging, serving as model areas for the functioning of an older adult . These areas were used to reflect on the embodiment of older people. Finally, the embodiment category was placed within broader structures such a...
This article presents embodiment in relation to four areas of human agency. The findings are part... more This article presents embodiment in relation to four areas of human agency. The findings are part of a larger project on learning to be old. The main research problem is understanding how strategies, actions, and attitudes toward one’s body differ among the study participants in various agency areas. The study is based on a constructivist paradigm and grounded theory methodology. Four fields of the agency have been presented on a continuum, where on one side, forces are pushing a person towards dependence, while on the other side, there is the individual’s independence. These areas were identified during the analysis of empirical data and allow for a departure from judgmental approaches to aging, serving as model areas for the functioning of an older adult . These areas were used to reflect on the embodiment of older people. Finally, the embodiment category was placed within broader structures such as dis courses, concepts, and theoretical knowledge about aging and getting old. The findings indicate the multidimensional nature of the aging body. Different strategies, actions, and attitudes towards one’s embodiment are activated depending on the individual’s life situation and social position. Embodiment occupies a special place in learning to be old. It is one of the primary regulators of this process. As it turns out, self-identification is primarily related to the body. Furthermore, the findings of this study allow moving away from a narrow understanding of aging as physical deterioration and decay.
Being very much engaged in educational activities, active older learners are a unique group. That... more Being very much engaged in educational activities, active older learners are a unique group. That is why it is interesting to study how these people age. Educated and open people can best express their thoughts about old age through deep, reflection-oriented interviews. Thanks to qualitative analysis of semi-structured interviews with biographical elements, a typology of aging was developed, exposing the existential perspective. The typology is based on several characteristics: satisfaction from own old age, acceptance of old age, suffering, coping with existential concerns, resourcefulness, spirituality, or attitude towards death and dying. Four aging types were generated: confrontational, continuation, consumption, and constructive. Each represents different ways active older learners cope with everyday struggles and different mechanisms they introduce into their daily lives.
Celem artykułu jest ukazanie koncepcji całożyciowego uczenia się w trzech wymiarach – makro-, mez... more Celem artykułu jest ukazanie koncepcji całożyciowego uczenia się w trzech wymiarach – makro-, mezo- i mikrospołecznym na przykładzie gerontologii edukacyjnej. Pierwszy odnosi się do aktów prawnych stanowiących podwaliny pod tworzenie polityki edukacyjnej, drugi wskazuje na instytucje i organizacje dokonujące implementacji zaleceń, jakie odnaleźć można w raportach ponadnarodowych organizacji zajmujących się tworzeniem zrębów koncepcji uczenia się przez całe życie, natomiast trzeci wymiar koncentruje się na kontekście życia jednostki, który stanowi podstawę dla tworzącej się tożsamości człowieka. Pomimo że analizowana koncepcja realizowana jest w wielu miejscach na świecie, to ma ona charakter typowo europejski. Na końcu podane zostały trzy różne sposoby badań, jakie zastosować można przy eksploracji koncepcji całożyciowego uczenia się
Międzypokoleniowe uczenie się może mieć charakter nieformalny oraz pozaformalny. W pierwszym ... more Międzypokoleniowe uczenie się może mieć charakter nieformalny oraz pozaformalny. W pierwszym przypadku odbywa się wewnątrz rodziny, jak też i poza nią. Natomiast w drugim przypadku przyjmuje postać różnych edukacyjnych programów międzypokoleniowych. Problematyka podjętych badań dotyczy nieformalnego wymiaru międzypokoleniowego uczenia się. Głównym celem było rozpoznanie pozycji, z jakiej osoby starsze kierują swój przekaz do innych pokoleń, identyfikacja zakresu i siły tego przekazu oraz tego, czym wyróżnia się przekaz międzygeneracyjny w późnej dorosłości. Badanie osadzone zostało w paradygmacie konstrukcjonistycznym i metodologii teorii ugruntowanej. Do gromadzenia danych wykorzystana została technika wywiadu częściowo strukturyzowanego. Materiał empiryczny stanowiło 37 nagranych wywiadów z osobami powyżej siedemdziesiątego roku życia (21 kobiet i 16 mężczyzn). Dobór kolejnych przypadków miał charakter teoretyczny. Wyniki przeprowadzonych anal...
The purpose of this article is a brief overview of selected positions concerning gerotranscendenc... more The purpose of this article is a brief overview of selected positions concerning gerotranscendence theory. The author presents a set of assumptions as well as a set of concepts with statements. Finally, the selected positions which evaluate the theoretical outputs of Lars Tornstam attract the main attention.
Introduction: Self-assessment refers to the opinions, views, attitudes, judgments, own knowledge,... more Introduction: Self-assessment refers to the opinions, views, attitudes, judgments, own knowledge, abilities, skills, talents, and achievements an individual holds. It is one of the factors regulating human functioning both in the area of personal and professional life. Adequate self-assessment is fostering to setting realistic tasks and achievable goals.Research Aim: This study analyzes professional knowledge and skills self-assessment concerning dyslexia among elementary school teachers. The research sample was composed of 239 teachers who work in Lodz, Poland.Method: A simple random sampling method and questionnaire survey were used in this study. The calculation of statistical tests was used: Kruskal-Wallis, Mann-Whitney U, Spearman rank correlation coefficient (rs). As the level of significance, there was p ≤ 0,01; 0,05.Results: The research results show a very high and high self-assessment of teachers in terms of knowledge about dyslexia and the ability to work with a dyslexic ...
W obliczu współczesnych wyzwań globalnych i kryzysu ekologicznego tradycyjny sposób wytarzania wi... more W obliczu współczesnych wyzwań globalnych i kryzysu ekologicznego tradycyjny sposób wytarzania wiedzy jest niewystarczający. Na przestrzeni ostatnich kilku dekad zaczęły pojawiać się nowe modele wytwarzania wiedzy w postaci post-akademickiej nauki, post-normalanej nauki, trybu 2, potrójnej, poczwórnej, a także pięcioelementowej helisy. Każdy kolejny model charakteryzuje się coraz większym stopniem złożoności. Nie bez wpływu pozostaje to na środowisko akademickie oraz na badania. Celem artykułu jest wskazanie na zmiany w sposobach wytwarzania wiedzy oraz ukazanie wybranych konsekwencji dla prowadzenia badań naukowych. W wyniku przeprowadzonych analiz udało się wyodrębnić kilka znaczących zmian w badaniach naukowych, jakie zaszły na przestrzeni ostatnich kilkunastu lat. Zaliczone do nich zostało: odgórne ustalanie celów i priorytetów badawczych, komercjalizacja badań, zjawisko zarządzania badaniami, społeczne uwiarygodnianie badań, transdyscyplinarność i zespołowość badań, usieciowien...
Research methodology has recently been reduced to using research methods and techniques that are ... more Research methodology has recently been reduced to using research methods and techniques that are perceived only as ready-to-use tools. Paradigmatic issues become of secondary importance and left unsaid in research work or replaced by a multi-paradigm approach characterised by pluralist ontology and epistemology. The paradigm consists of assumptions and fundamental beliefs and represents a worldview that defines the nature of the world. It helps to justify the use of selected methods and techniques. The article aims to present the social constructionism paradigm and its application in old age and aging research.
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Old age is the stage of life when people are the most vulnerable to existential experience. These concerns intensify in late adulthood when individuals become increasingly prone to reflection and inclined to evaluate their lives. The study aimed to explore how older people who are active learners dealt with their existential concerns.
Method
The study was based on the qualitative approach and grounded theory. The data collection methods were narrative interviews and semi-structured interviews. Eighteen interviews were conducted. The narrators were students of Universities of the Third Age.
Results
An in-depth analysis of the collected empirical material revealed three themes that helped us understand how study participants differentiated their ways of dealing with self-perception of aging, effectiveness, and performing developmental tasks. This also allowed us to distinguish three main strategies educationally active older adults used to cope with existential concerns: repression, escape, and engagement.
Conclusion
The study’s results indicate that confrontation or avoidance of existential problems can be perceived as a factor contributing to developing an older person’s identity in two different ways. On the one hand, the readiness to face existential concerns leads to maturity in old age, a high level of social adaptation, supporting others, and, at the same time, focusing on oneself while ignoring existential concerns, which may contribute to held age identities that are younger than actual age.
jednostki, który stanowi podstawę dla tworzącej się tożsamości człowieka. Pomimo że analizowana koncepcja realizowana jest w wielu miejscach na świecie, to ma ona charakter typowo europejski. Na końcu podane zostały trzy różne sposoby badań, jakie zastosować można przy
eksploracji koncepcji całożyciowego uczenia się
Old age is the stage of life when people are the most vulnerable to existential experience. These concerns intensify in late adulthood when individuals become increasingly prone to reflection and inclined to evaluate their lives. The study aimed to explore how older people who are active learners dealt with their existential concerns.
Method
The study was based on the qualitative approach and grounded theory. The data collection methods were narrative interviews and semi-structured interviews. Eighteen interviews were conducted. The narrators were students of Universities of the Third Age.
Results
An in-depth analysis of the collected empirical material revealed three themes that helped us understand how study participants differentiated their ways of dealing with self-perception of aging, effectiveness, and performing developmental tasks. This also allowed us to distinguish three main strategies educationally active older adults used to cope with existential concerns: repression, escape, and engagement.
Conclusion
The study’s results indicate that confrontation or avoidance of existential problems can be perceived as a factor contributing to developing an older person’s identity in two different ways. On the one hand, the readiness to face existential concerns leads to maturity in old age, a high level of social adaptation, supporting others, and, at the same time, focusing on oneself while ignoring existential concerns, which may contribute to held age identities that are younger than actual age.
jednostki, który stanowi podstawę dla tworzącej się tożsamości człowieka. Pomimo że analizowana koncepcja realizowana jest w wielu miejscach na świecie, to ma ona charakter typowo europejski. Na końcu podane zostały trzy różne sposoby badań, jakie zastosować można przy
eksploracji koncepcji całożyciowego uczenia się