Life Lessons in Learning: Continuity & Change in Gerontological Education

TL;DR

This paper explores how gerontological education has balanced staying current with changes and dealing with persistent challenges over the past 30 years.

Contribution

The paper analyzes the continuity and change paradox in gerontological education and suggests future directions.

Findings

Gerontological education must continuously adapt to new scientific and policy developments.

Persistent challenges like ageism and workforce shortages remain unchanged over decades.

Course content inevitably evolves, but core issues in aging education persist.

Abstract

The title of Robert Atchley’s introductory textbook Aging: Continuity & Change (1983,1987) reflects two enduring themes in gerontological education. On the one hand, it is essential, albeit daunting, to keep abreast of the rapidly emerging advances in age-related science, technology, health care and public policy. Change is inevitable and on-going preparation a necessity for gerontological educators. Ultimately, no two offerings of a particular gerontology course are ever exactly the same, nor should they be. On the other hand, there are also inescapable constants to contend with such as ageism, inequity, a lagging workforce, and the never-ending battle to attract students to the field of aging. This presentation examines the paradox of continuity and change in gerontological education over the past thirty years and considers potential trajectories for the next thirty.