Introduction

This introduction presents an overview of key concepts discussed in subsequent chapters of this book. The book explains what some older learners think being involved in an adult education programme means for them and what it might mean for other older people. It is based on research conducted with rather than to or at older learners. The book provides some practical modelling as well as a theoretical context for the generation of dynamic and innovative thinking about older people, locally, regionally, nationally and internationally. New disciplines and fields have developed, like educational gerontology, focusing specifically on older people as learners. Many of the experts point to the development of a range of learning organisations, like the University of the Third Age and the Elderhostel movement. The book focuses on the social dimensions of learning, again situating the findings within a broader policy and academic framework.