Adult Learning and Relationships, by Paris S. Strom and Robert D. Strom. (2012).
The communication and technology revolution presents each age group of adults with new expectations for learning. The authors describe how education for young adults (20 to 40 years of age), persons of middle age (40 to 60 years of age) and older adults (age 60 +) can be differentiated to fulfill changing role demands emerging in response to social transformation.
Developmental tasks for a society of longevity are defined including why youth should be seen as essential sources of learning for adults. Themes for each generation are school, work, family, and personal identity. The way to ensure consideration of cultural evolution and cultural preservation is for intergenerational communication to become a common obligation. Reliance on age-segregated communication is popular and comfortable because peer conversations have greater agreement and less uncertainty. However, this practice prevents reflection on views regarded as important by other age groups. When greater amounts of time are devoted to intergenerational dialogue, the usual outcomes are reciprocal learning, mutual respect, and harmony.
This book identifies and elaborates the conditions of learning needed to motivate an age-integrated society and is designed for several audiences. Faculty and students studying development will find insights on learning at successive ages. Counselors will learn about client needs across the full age range of adulthood.