ABSTRACT
The phrase “learning in later life” has assumed major significance for educators and allied professionals in their efforts to understand the dynamics of learning for older people across the globe. In earlier times, the phrase “educational gerontology” was used to describe a similar set of ideas but is now deemed too restrictive for the vast range of learning in which seniors participate, whether organized for them or with them, or self-initiated. The purpose of this article is to provide a solid platform for conceptualizing the complex array of learning opportunities open to older adults in diverse cultural contexts.
