Redefining generativity: Through life course and pragmatist lenses

Abstract

AbstractScholars in diverse disciplines have studied and used the concept of generativity, originally introduced in psychology as a midlife development task. However, a review of this multidisciplinary literature in generativity revealed several issues—the lack of a cohesive conceptual definition, incompatibility between a conceptual definition and measurements, and varying applications of the model, necessitating a new direction for further conceptual development. Interdisciplinary theoretical insight and empirical evidence collectively suggest that generativity as a targeted midlife task may no longer be sufficient for explaining a life course pattern of generative concerns, commitment, and actions. Given the current trend of population aging, it is especially important to understand better the phenomenon of generativity during the later stages of the life course. The current article offers a new definition for generativity applicable to people across the life course and develops an expanded generativity model, which considers social context and bears practical implications for well‐being. Major implications for future research consist of eliminating the implicit age bias in the conception of generativity and as informed by the pragmatist philosophical perspective, linking generativity to diverse personal experiences and growth rather than mortality.