ABSTRACT
In Lancaster University in the UK there has been for 30 years a fascination with issues concerning older people and learning. There has been the opportunity not only to debate and to undertake research and but also to experiment and to construct educational innovations from which it might be possible to glean further insights into the processes and content of learning for older people. There has also been interest in the question of whether a university – a particular kind of environment in which reflection, enquiry and learning co-exist – has something special to offer in making a connection with the experience of older people which is ‘a prime under-used educational resource in our society’ (Percy, 1990, p. 238).
