Adult Learning and Relationships

A volume in Lifespan LearningThe communication and technology revolution presents each age group of adults withnew expectations for learning. This book describes how education for young adults (20 to 40years of age), persons of middle age (40 to 60 years of age) and older adults (age 60 +) can bedifferentiated to fulfill changing role demands emerging in response to social transformation.Developmental tasks for a society of longevity are defined including why youth should be seenas essential sources of learning for adults. Themes for each generation are school, work, family,and personal identity.The way to ensure consideration of cultural evolution and cultural preservation is forintergenerational communication to become a common obligation. Reliance on age-segregatedcommunication is popular and comfortable because peer conversations have greater agreementand less uncertainty. However, this practice prevents reflection on views regarded as importantby other age groups. When greater amounts of time are devoted to intergenerational dialogue, theusual outcomes are reciprocal learning, mutual respect, and harmony. This book identifies and elaborates the conditions of learningneeded to motivate an age-integrated society.This book is for several audiences. Faculty and students studying development will find insights on learning at successiveages. Counselors will learn about client needs across the full age range of adulthood. Social service providers will recognize transitionin family relationships. Nurses and administrators will discover ways to help assisted living residents maintain mental abilities andbuild social networks. General readers will understand ways to improve life for relatives, friends, co-workers, and themselves.