Clark Tibbitts

Processes of Aging: Social and Psychological Perspectives.

Processes of Aging: Social and Psychological Perspectives is based on a monumental series of studies on the psychological and social aspects of aging in relation to mental health. This effort gives scientists from North America and Europe an opportunity to explore the concepts, methodological problems, and conclusions of their researches in the rapidly growing field of gerontology. Much work has been done in an attempt to present this material in sequential and systematic fashion. Original work of sixty-six research workers from twelve countries is represented in this two-volume set. They offer an inventory of principal fields of gerontological research, in advanced countries.Human aging, in its many ramifications, is becoming one of the major areas of research interest among an increasing number of students in the biological, behavioral, and social sciences. Although the phenomena of aging were largely overlooked as subject matter for research during the early stages in the development of all basic sciences, it was inevitable that students would eventually become curious about the final processes of maturation. Events of recent years have hastened the need for social action on behalf of older people and, consequently, the need for scientific knowledge about their characteristics, circumstances, and requirements.Processes of Aging: Social and Psychological Perspectives will be of interest to research workers, teachers, and advanced students concerned with the psychological, psychiatric, psychosocial, and socioeconomic aspects of aging. Many of the theoretical and analytical discussions and the specific studies offer guidance for top-level planners and policy administrators in public agencies and voluntary organizations. This volume is highly sensitive to older people as such: how they feel about themselves and the world, and in the way they behave in relation to others. It is must reading in the health and welfare of aging.

Chapter II: Developments in Education for Later Maturity

T H E past decade has seen a marked development of interest in adult education addressed to middle-aged and older adults. Education for the older adult may be seen, in part, as an extension of adult education generally. In perhaps greater part, it is education for a new period of life with needs, interests, and characteristics of its own. This growing focus of attention on education for older adults parallels the total development of interest in this period of life as represented by the opening up of the entire field of gerontology. Gerontology itself has sprung from increased life expectancy which has already sent up the number and proportion of older people beyond all expectation, from the newer knowledge of the aging process, and from concern for the wellbeing of aging people (98) . Research, clinical study, and observation reveal that the period beyond 50 years of age represents a definite phase of life characterized not only by changes in the organism, in physiological and psychological capacities (40, 106), and in the individuals social situation, but also by the persistence of desires or needs common to people of all ages (26, 41) . It is becoming recognized, also, that aging is a period of gradual transfer from the responsibilities of parenthood and career application to a period of broadening interests, preservation and improvement of the culture, assumption of community responsibility, and expression of creative impulses (82, 116). From these basic concepts, education for aging is seen to have a number of objectives. One is to give the individual knowledge of the changes taking place in his organism, in his mental capacities, in his personality, and in his social situation, in order that he may understand them and make suitable adjustments (26, 28, 37, 41 ) . Another is to provide new knowledge and skills that may afford a basis for continuing employment, voluntary services, and creative expression. A third objective is that of education for enjoyment of the arts, for intelligent citizenship, and for postponement of mental deterioration. A fourth is that of upsetting current stereotypes of aging and substituting constructive concepts and social attitudes. Fifth, is education to provide the specialized knowledge required by those who are working with older people. A comprehensive review of research in the field necessarily concerns itself with a wide range of subjectmatter. There must be recognition of the changing nature of the individual because of its implications for program content and method of presentation. Equally important is under-

FRANK A. PINNER, PAUL JACOBS, and PHILIP SELZNICK. Old Age and Political Behavior: A Case Study. Pp. xi, 352. Berkeley and Los Angeles : University of California Press, 1959.

or no biology, and they present the voluminous data on the role of genetics in behavior that we already have. Unfortunately biology, like all the natural and physical sciences, has become complex and technical, andeven the clearest expositions demand some labor on the part of nonscientists who wish to understand them. Any advances in the behavioral sciences, however, will demand this effort from those who would like to evaluate the existing data honestly. CONWAY ZIRKLE Professor of Botany University of Pennsylvania

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dent’s Committee, as Ruchames states, &dquo;lies in the stimulus it gave to the movement for permanent FEPC legislation.&dquo; By his thorough examination of the President’s Committee, the author has made a signal. contribution to our knowledge of the struggle of Negroes and other minorities for an equal chance. Although in recent years discrimination in employment has been reduced, it is still a tragic fact of American life that millions of AmericansNegroes, Jews, Mexican-Americans, Oriental-Americans, Puerto Ricans, American Indians, and others-are subjected to one of the worst kinds of injustice, job discrimination. Gunnar Myrdal in An American Dilemma called for a great educational offensive against discrimination and segregation. During the 1940’s that offensive began to gather force in employment. With so much to be done on other fronts-housing, schools, churches, and public accommodations-we can ill afford any slackening of effort on the basic job front. FRANK S. LOESCHER