Elaborates principles of education for older adults: (1) shift from viewing the elderly as disadvantaged to examining their treatment within the socioeconomic context; (2) critical educational gerontology, rooted in critical theory; (3) emancipation, empowerment, and transformation; and (4) theory based on action. (SK)

Explores the notion of "gerogogy"--teaching aimed at the elderly. The author indicates directions that gerogogical research may take and speculates that a theoretical framework for gerogogy may begin to emerge from our current knowledge about the human development, learning, and teaching of the elderly. (CT)

Contrary to conventional wisdom about the nature and purpose of education in later life, education for older adults should relate to their gaining power over their lives, to retraining, self-fulfillment, and empowerment. Critical educational gerontology should be based on concepts of emancipation, transformation, and conscientization. (SK)

The educational needs of elderly people (those over 60 years) around the world are examined in this paper. First, brief attention is given to the changing demographic structure in various regions of the world, and emphasis is placed on the dramatic increases in the proportion of elderly in the world's population. Particular references are made to…