The Future of Intergenerational Learning: Redefining the Focus?

This paper argues that an examination of the literature suggests that many things go by the name of intergenerational learning. It can simply mean any form of learning – formal or informal – in which one generation affects the learning of another, or it can have more focused meanings, the most current perhaps being that of directing formal and informal learning towards dealing with a global demographic context of ageing societies, and therefore of the possibility of utilizing the talents of both young and old in helping each other. Yet two questions arise: are all the possible relationships within an intergenerational context utilized, and why should intergenerational learning not be used for a number of other major global and societal changes? This paper argues that the number of possible relationships involved in intergenerational learning could be expanded, and that more future-focused forms would also lead to the incorporation of other, more widely globalized issues as part of its pedagogic canvas.