学习型社会中的老年教育:挑战、定位与应对--兼论新时代中国老年教育学的建设路径

Challenges,Positioning,Strategies for Elderly Education in a Learning Society and Construction of China's Educational Gerontology in the New Era

当代老龄化社会催生了老年生活的新模式,这需要发展老年群体主动作为的意识和能力。为此,特别要注意老年教育面临的三重挑战:老年人的未完成性和封闭性、社会老年观的规约性以及资源向老年教育分配的有限性。为了经解老年教育的问题,应该着眼于人的全面和可持续发展以及自我实现,从根本上确立老年教育应回归“育人”的本质。在把握学习型社会的本质属性的基础上,明确老年教育的目的是培养老年人成为能够力所能及地筹划个人生活及承担社会责任的主体行动者,推动这一目的实现的根源则在于打破“老年”原有的限制性意味。要保障老年教育的建设和持续发展,则有必要建设和发展新时代中国老年教育学。

The contemporary aging society has given rise to a new paradigm of elderly living,which re-quires the development of awareness and the capability of the elderly to act autonomously.In this regard,three challenges of education for the elderly should be considered:the unfinished and closed nature of older individuals,the constraints of the social perspective of aging,and the limited allocation of resources to educa-tion for the elderly.In order to address the challenges of education for the elderly,it is necessary to focus on the comprehensive and sustainable development of human beings and their self-realization,and to fundamen-tally establish that education for the elderly should return to the essence of‘educating’.On the basis of grasping the essential attributes of the learning society,it should be clarified that the objective of education for the elderly is to enable older individuals to plan their personal lives and assume their social responsibilities as active agents to the best of their ability,and that the fulfllment of this purpose requires that the restrictive connotation of‘old age’be broken.To guarantee the construction and sustainable development of education for the elderly,it is necessary to build and develop Chinese educational gerontology in the new era.