"In an up-to-date, accessible, and well-organized review, the author highlights the social and material contexts (including gender, ethnicity, race, and class) that affect the interests, aspirations, and needs of adult learners over 65. Findsen provides a useful, concise overview of key concepts, theories, and issues in educational gerontology." -- J. Armstrong, CHOICE, September 2005
"…a welcome addition
to the literature on the topic of educational gerontology." -- Trenton Ferro, PAACE Journal of Lifelong Learning, Vol. 15, 2006
"Findsen's book is actually quite unique--primarily due to his consistent critical perspective…a valuable resource for gerontologists and adult educators alike." -- Vivian Mott, Adult Education Quarterly, May 2006
"Readers need not fear that this is an academic treatise, for there is much practical and illustrative material in the
book…will be of particular interest to older adults who are reflecting on their learning experiences, who want an in-depth understanding of what faces them, or who might want a guide toward action. The book is also valuable for practicing professionals, students, and practitioners in general who interact with older adults and/or are in search of constructive ways to conceptualize their work in adult education."SI--Richard Malinski, Ryerson University, Canadian Journal of Continuing
University Education
"The book provides a useful analysis of learning among older adults, cast in sociological terms and discussed from the point of view of a critical adult educator." -- Dan Pratt, $Canadian Journal on Aging, 25 (4) |
