ABSTRACT
This chapter addresses if, and how, intergenerational learning (IGL) as a pedagogical approach can create meaningful and transformative learning environments for both young and old. Key concepts underpinning recent research on learning and development of young and old will be examined in the context of IGL and contemporary views of childhood and old age. Socio-cultural theories of learning, which highlight the importance of the social context of learning, underpin much of the recent developments in early childhood education and adult learning theories in the Western World. The central role of relationships, where young and old are actively and equivalently involved in reciprocal and collaborative processes in everyday contexts, are explored from an IGL perspective. Lifelong and lifewide learning, informal and non-formal learning, as well as the role of the community as a locus and resource for learning, are considered in proposing how IGL can widen the spaces in which young and old learn and develop. Philosophical questions will be raised, including what do we as a society want for children, how can we achieve a better society and what is the purpose of education? Finally, some critical perspectives will be presented on IGL as a pedagogical approach.
