| Abstrakt: |
This article begins by defining the terms of educational gerontology and gerogogy, reviewing the British literature of educational gerontology as a concept. The author questions the rationale of educational gerontology, citing the lack of a philosophical basis and an overreliance on anecdotal evidence of the beneficial effects of education for elderly people. Four principles are suggested which might contribute to, indeed embody, a critically informed approach to educaitonal gerontology. [ABSTRACT FROM PUBLISHER] |
