Abstract
This book, first published in 2011, offers a comprehensive and international perspective on the theory and practice associated with lifelong learning as it relates to older learners. Findsen and Formosa have delivered a text that situates the older adult learner in a context that includes the meta-narratives of pathological perspectives of older adults in a society that is shaped by and for younger people. Yet, even with these constraints, the authors use regarded authorities to illuminate, explore and analyse the phenomenon of older adult learning in a clear and succinct manner. In general, the book argues, and argues well, the position that older adults are and will continue to be major contributors to our social milieu, and hence, the message includes the advocacy of the proactive inclusion of meaningful pathways to learning in later life.
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