Mariano Sánchez

Intergenerational Learning in Higher Education: Making the Case for Multigenerational Classrooms

Educational institutions in higher education both in Europe and in the United States are increasingly integrating lifelong learning in a context of sustained augmentation of age diversity among their students. Therefore, multiage and multigenerational classrooms are becoming more frequent teaching and learning settings. This article argues that multigenerational classrooms in formal higher education may constitute windows of opportunity to rethink the practice of teaching as far as they epitomize venues for triggering processes of intergenerational learning. This type of learning stems from an awareness of differences accrued through individual and group affiliation to diverse generational positions. Furthermore, the article provides conceptual delineation and insight regarding the practice of teaching and learning in multigenerational classrooms. Primarily concerned with how higher education instructors may see and understand multigenerational classrooms as distinctive settings for their teaching to lifelong learners, the authors explore how age differences among students and instructors can be framed in ways that contribute to content- and interaction-rich intergenerational teaching-learning processes. A multigenerational classroom is deemed to be one in which some of its members from various generations have a certain degree of generational awareness of belonging to different/same generations. Against attaching a specific set of attitudes, beliefs, and behaviors to people according to their generational affiliation, this article suggests that it is the dynamic relation between inter- and intragenerational differences and commonalities that needs to be taken into account when considering multigenerational classrooms.

Active Ageing and Intergenerational Solidarity in Europe: A Conceptual Reappraisal from a Critical Perspective

Through a critical overview of the mainly individualistic and productivity-centered concept of active aging developed by the World Health Organization and some European Union institutions, it is argued that, far from being fostered, intergenerational solidarity could be endangered since its relational nature is being normatively constrained. The authors recommend that both the World Health Organization and European Union approaches need reconsideration and critical analysis to prevent them from undermining intergenerational solidarity. Consequently, five axioms to articulate theoretical rethinking around intergenerational solidarity and active aging are presented and a relational and ambivalent approach to intergenerational relationships is recommended.

The Professional Profile of Intergenerational Program Managers: General and Specific Characteristics

The interest around intergenerational programs and the fostering of intergenerational relationships is growing internationally. However, studies on the profile and functions of intergenerational program managers are still scarce. Furthermore, available approaches to the traits and functions of intergenerational program managers have not highlighted which features are distinctive of these professionals. Through a Delphi study undertaken in Spain, with participation of 18 intergenerational program managers and 12 intergenerational specialists, consensus was reached around characteristics of both the general profile of intergenerational program managers and the specificities of this occupational role. On the one hand, being able to work on a team, having skills for observation and contextual analysis, and being skilled at managing resources were identified as the most important general characteristics. On the other hand, being good at promoting contacts, social relationships, interactions, and bonds was deemed to be the most distinctive feature of this profile. After contrasting our results with international guidelines and standards for intergenerational work, the need to develop and reinforce further the relational nature of this professional figure is argued.

Situational ethics and the professionalization of social education

Most ethical considerations related to the activities of the professions, including that of social education, have been put forward using a set of professional ethics that are frequently associated with principles and imperatives that aspire to be universal but have little connection to real and specific situations. In this paper, we offer an interpretation of the ethics associated with the profession of social educator from positions that are less transcendent, more immanent. Such an interpretation is based on and built from professional practice, from actual, relational situations that social educators have experienced in the real contexts in which they work. Following a discussion on the usefulness of reflecting about the ethical dimensions of educational activity, we look at situations in which social educators, immersed in relationships, put their skills and competencies to use, and we propose some guidelines for an ethical practice of the educational relationships in this field.

Intergenerational Strategies for Promoting Lifelong Learning and Education

This chapter highlights the relational nature of learning and especially notes that through education, intended intergenerational practices have great potential to foster sustainable relationships in society. Examples of international intergenerational programs focused on lifelong learning and education in countries as different as Germany, India, Spain, United Kingdom, Uruguay, and U.S. are presented as pathways to combat the following three main threats to sustainable societies: cultural discontinuity, lack of trust, and the increasing challenges to living in diverse contexts. Special attention is paid to the move from multi-generational learning and education contexts to intended intergenerational endeavors at all levels. Purposeful efforts are made to facilitate interaction between generations to enhance learning and education. The traditional paradox in evidence is that most of our school systems consist of age-segregated classrooms while a community of teachers, families and students from different generations are living side by side. This phenomenon is highlighted. In order to illustrate how this paradox may be solved, we present a few cases of international intergenerational initiatives carried out in educational settings where generations meet purposefully to teach and learn together across the lifespan.

Intergenerational Strategies for Sustaining Strong Communities

This chapter explores intergenerational pathways for strengthening and sustaining communities. Distinctions are made between “mono-generational,” “multi-generational” and intergenerational conceptions of community and community development.

Intergenerational Learning and Education in Schools and Beyond

Intergenerational learning seems to be finally on the educational agenda. Thousands of initiatives in the way of intergenerational learning programs and practices are being implemented internationa...

Intergenerational Approaches for Sustaining Individual Health and Well-being

This chapter explores several “pathways” through which intergenerational programs and practices contribute to health and well-being across the lifespan. It begins with a review of some foundational concepts that lend support, as well as help set the parameters, for intergenerational interventions that promote physical activity, healthy eating practices, and other lifestyle behaviors that have a bearing on physical and mental health. Another theme explores program impact on how older adults perceive themselves, particularly with regard to whether they adopt positive or negative cognitive scripts associated with aging. This discussion is informed by social psychological research into the relationship between self-perception and health. Intergenerational program examples are presented which aim to reduce the actual and perceived loneliness that many older adults experience, and provide them with meaningful social roles and a greater sense of purpose in life. Particular emphasis is placed on intergenerational models designed to provide social, emotional, and instrumental support for individuals who live in vulnerable situations and with unmet needs for assistance.

Intergenerational Strategies for Preserving and Appreciating the Natural Environment

This chapter explores several pathways through which intergenerational programs and practices can help to sustain and preserve the natural environment. At the root of these initiatives is a three-part rationale. From an environmental protection perspective, inclusion of an intergenerational component helps to broaden the pool of people who care and are knowledgeable about the natural environment, and who have the skills to take effective action to sustain it. Second, the intergenerational component can be structured in ways that infuse more information, discussion, reflection, and sense of relevance into the environmental learning experience. In addition, the more participants share their views, experiences, and knowledge with regard to the natural environment, the more they gain insights into one another’s lives and recognize common interests in preserving and caring for the environment. When young and old stand together as environmental stewards and activists, all generations benefit, including those yet to be born. Hence, the environment can be seen as the perennial intergenerational issue.

Intergenerational Strategies for Establishing Sustainable Work Environments

Nowadays, attention to intergenerational relationships in the workplace is important due to the increasing multi-generational profile of the workforce in many aging societies. Consequently, we describe some creative strategies for structuring multi-generational workplaces in ways that capitalize on each generation’s strengths and address their respective challenges through facilitating intended and planned intergenerational interactions and relationships. We suggest that age-adaptive and age-advantaged strategies must be understood as steps in the quest to build sustainable social relationships across generations in the workplace. The specific focus of this chapter is to draw attention to some of the most promising formats and models of intergenerational programs in the workplace. We place particular emphasis on tools and techniques for promoting intergenerational learning and facilitating relationships in the context of working to create generationally inclusive workplaces. This chapter posits that approaching the workplace through a generational lens means recognizing that generational differences and similarities are a valid, important, and enriching form of diversity whose main feature is their time-bound character. Moreover, it is the fact that generational consciousness may arise (because of chronology and genealogy) that makes the concept of generation an interesting tool in organizational and workplace management.