[Education: a theme in gerontology (author's transl)].
The paper presents a review of the history of educational gerontology ("andragogy" or "gerontagogy") which has a special role within the field of gerontology. Whereas gerontological sciences such as biology, medicine, psychology, and sociology in (frequently interdisciplinary) approaches study the process of aging, educational gerontology makes use of the findings of these research areas, intending to influence the process of aging. There is a need for education in old age - provided this is not restricted to the acquisition of knowledge and skills or the extension of academic training into old age. It is stressed that an offer of "education for the aged" or even of "help for the life in age" very ofter is rejected by old people as they are induced to feel incompetent when invited to school and training courses of that kind. Future "gerontagogy" will have to notice and to respect resistance of that kind and will have to endeavour to increase the motivation to learn in old age in adequate ways. A first goal of educational gerontology should be to develop programs going beyond those developed for children and realized in traditional institutions of pedagogy. Referring to results of differential gerontology programs for "educating" and "stimulating" aged persons will have to be rather variable to fit individual goals and motivations of the old. The differential approach necessary to meet individual and rather specific demands will require a more thorough "training of trainers" than is realized today in the Federal Republic of Germany.
[Education: a theme in gerontology (author's transl)]. The paper presents a review of the history of educational gerontology ("andragogy" or "gerontagogy") which has a special role within the field of gerontology. Whereas gerontological sciences such as biology, medicine, psychology, and sociology in (frequently interdisciplinary) approaches study the process of aging, educational gerontology makes use of the findings of these research areas, intending to influence the process of aging. There is a need for education in old age - provided this is not restricted to the acquisition of knowledge and skills or the extension of academic training into old age. It is stressed that an offer of "education for the aged" or even of "help for the life in age" very ofter is rejected by old people as they are induced to feel incompetent when invited to school and training courses of that kind. Future "gerontagogy" will have to notice and to respect resistance of that kind and will have to endeavour to increase the motivation to learn in old age in adequate ways. A first goal of educational gerontology should be to develop programs going beyond those developed for children and realized in traditional institutions of pedagogy. Referring to results of differential gerontology programs for "educating" and "stimulating" aged persons will have to be rather variable to fit individual goals and motivations of the old. The differential approach necessary to meet individual and rather specific demands will require a more thorough "training of trainers" than is realized today in the Federal Republic of Germany.