<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near the place of residence or with the utilization of the possibilities of the new informational and communicational technologies, which bring new possibilities also in the dimension of learning between generations. Purpose: Intergenerational learning can also be defined as a mutual learning relationship and interaction between the young and the old. The starting point of the study is that the younger and older age groups can learn from each other in their free time, in a non-formal learning environment in the framework of study circles. This paper drafts some practical directives for planning and organizing intergenerational study circles in a non-formal learning environment. Methods: We intend to make a synthesis based on former research and literature - learning between generations, spending free time, learning at an old age, study circles - and following this, a methodological guide is going to be made for planning and organizing intergenerational study circles. Conclusions: Study circles can be seen as intergenerational learning possibilities - young and old people with different preliminary knowledge can make a profit from the experiences gained during joint work, and from the topics examined from different points of views. The younger and older generations can work together in a non-formal learning environment and there is an opportunity for common learning and knowledge sharing as well.</p></abstract>

Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near the place of residence or with the utilization of the possibilities of the new informational and communicational technologies, which bring new possibilities also in the dimension of learning between generations. Purpose: Intergenerational learning can also be defined as a mutual learning relationship and interaction between the young and the old. The starting point of the study is that the younger and older age groups can learn from each other in their free time, in a non-formal learning environment in the framework of study circles. This paper drafts some practical directives for planning and organizing intergenerational study circles in a non-formal learning environment. Methods: We intend to make a synthesis based on former research and literature - learning between generations, spending free time, learning at an old age, study circles - and following this, a methodological guide is going to be made for planning and organizing intergenerational study circles. Conclusions: Study circles can be seen as intergenerational learning possibilities - young and old people with different preliminary knowledge can make a profit from the experiences gained during joint work, and from the topics examined from different points of views. The younger and older generations can work together in a non-formal learning environment and there is an opportunity for common learning and knowledge sharing as well.

Intergenerational learning – lifelong learning

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Intergenerational learning \u2013 lifelong learning"}

Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near...

Intergenerational learning – lifelong learning

Pubblicato online: 31 lug 2018

Pagine: 63 - 71

Ricevuto: 16 gen 2018

Accettato: 13 mar 2018

DOI: https://doi.org/10.2478/atd-2018-0012

Parole chiave
intergenerational learning, learning from each other, free time, nonformal learning, community culture

© 2018 Szilvia Simándi, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Intergenerational learning – lifelong learning

Pubblicato online: 31 lug 2018

Pagine: 63 - 71

Ricevuto: 16 gen 2018

Accettato: 13 mar 2018

DOI: https://doi.org/10.2478/atd-2018-0012

Parole chiaveintergenerational learning, learning from each other, free time, nonformal learning, community culture

© 2018 Szilvia Simándi, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Parole chiave
intergenerational learning, learning from each other, free time, nonformal learning, community culture