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Intergenerational learning

Intergenerational learning. Larnaka 2010. Task. Welcome again. war II generation rebuilding generation protest generation / babyboom no future /feminist generation computer generation / X nintendo generation generation einstein generation Y Intergenerational work.

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Intergenerational learning

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  1. Intergenerational learning Larnaka 2010

  2. Task Welcome again • war II generation • rebuilding generation • protest generation / babyboom • no future /feminist generation • computer generation / X • nintendo generation • generation einstein • generation YIntergenerational work • Born between 1920 -1930 • Born between 1930 -1940 • Born between 1940 -1950 • Born between 1950-1960 • Born between 1960-1970 • Born between 1970 -1980 • Born between 1980 -1990 • Born between 1990-2000Dia 3

  3. Who is married or living together with a partner? • Who has children? • Who has been divorced once or more? • Who has still parents alive? • Who speaks more than three languages? • Who has once lived a life without refrigerator? • Who still knows where (s)he was when John F. Kennedy has been murdered? • Who remembers the invasion of Russian troops in the Czechoslowakija? • Who remembers the year of the Chernobyl disaster? • Who remembers Dynasty? • Who knows CSI?Welcome again

  4. Intergenerational work • What is intergenerational work? • Policy relevance • Identifying and developing intergenerational projects • The process of intergnerational learning

  5. Generations Generations: limited in time and space Mostly a cohort, born in a certain decade Sharing a certain history, certain life circumstances, lifestyles (fashion, music), feelings and ideals Distincted differences with the earlier and the following generationGeneration specific learning: crystalized intelligence

  6. Age pyramid

  7. What does it mean, being absolutely modern, when you are not so young anymore when your daughter is complete different from what you have been in younger days? Odyssee: with an eye on change

  8. It is a hard when youngsters leave the village:people disappearand history fades away Odyssee: with an eye on change

  9. What have they learned? The babyboom generation (1940-1950) is dominating the direction of the transformation from the family based traditional three-generation-society into the modern more-generation society This transformation is nowadays basicly characterised by neglecting ageing and staying young and vital forever The babyboomers: old protest, broken dreams, new resistance, fear for revenge? Odyssee: with an eye on change

  10. Task Trio exercise • Discuss the implications of more generations together in your own life? • What do you think about it?

  11. Policy relevance • Solidarity: generations have to share the world / who is paying for who? • Our societies will have to make better use of the potential of all generations and to provide chances to develop their full potential • Opportunities, acces and solidarity for all generations (Slovenian Presidency Conference, Brdo, 2008)

  12. Intergenerational projects typology • Older adults serving children or youth • Children and youth serving older adults • Children or youth and older adults serving others • Including more than two generations • Crossgenerational instead of intergenerational

  13. Task To discuss • What are good reasons to start a intergenerational learning project in a concrete situation? • What could be good subjects for intergenerational projects? • Which generations should be involved? • Can you identify the benefits for each of those generations? • Do you think they will identify these benefits in themselves? • Conclusions

  14. The Lifecourse Approach

  15. Changing life patterns Life long & Life wide End of the three boxes of life

  16. Life stages

  17. Milestones in life course

  18. Changing life stairs

  19. HAPPINESS IS DANGEROUS Rutger Kopland

  20. Task Find a solution - create a intergenerational project • A square where teenagers are hanging around –sometimes using drugs nad making noise • Many polluting traffic during the day around the square - near the square a day care centre where young mothers bring their children before going to work • Around the square live many older people who want to do shopping, work in the garden and sitting in the sum • Sometimes they feel threatened by the young “criminals” • Once a retired policy officer throw them away from the square using his pistol • Afterward his garden was ruined

  21. Coping with changes - patterns of transition Transition completed Euphoria Searching Shock Gradualacceptance Anger Guilt Depresion or selfdoubt

  22. Task To discuss • How to motivate different generations? • How to facilitate exchanges? • What is the process of intergenerational learning? • How to play with life courses? • How to use creative and provocative methods? • How to create win-win situations?

  23. Reflexive biographies The faster changes take place, the more reflection people need, but often there is no time for any reflection

  24. Truth The story never tells the truth It always tells the truth as it is told

  25. Degeneration of memory Memory as support??? The memory is not telling the truth You cannot trust your memory The memory is not longer necessary If the disk is full, it will fade away itself !

  26. Techniques • Reminiscence • Storytelling • Theatre - dance • Community development • Conflict solving and mediation • Biographical writing • Movie making • Exhibitions

  27. Modern paradox The youth has the future, but….. Time is not at their side

  28. Modern paradox (2) In the fastening process of our modern society people are much younger called oldies: 50 +, even 40+

  29. Modern paradox (3) Simultaneously we see older adults behave themselves more and more as young as possible And nobody want to be called old

  30. 40+ in 1924/1994

  31. Intergenerational learning • To enhance intergenerational relationships • Mutual mentorship and support • Competence development • Experiential learning • Knowledge transfer

  32. The Kolb learning cycle 1. Engagement in a practical authentic activity 4. Applying new understanding to new situations 2. Critical reflection on experience 3. Testing reaction & observations against other perspectives & theory

  33. Born between 1950 -1960: Born between 1960-1970: Born between 1970-1980: Born between 1980 -1990: Born between 1990 -2000: Born 2000 or later: give the floor to others while keeping themselves involved still (partime) working - avoiding health problems seniority and leadership roles – avoiding burn outs – exploring new competencies and opportunities avoiding choices and struggling with daily routine transform emotional instability and refind contact with the elderly - challenge to become linking pin between generations when they succeed to recognise the power of older generations and to be able to create challenge for teamwork out of daily choices getting the new innovators when they are able to value older solutions as well. Working life 2030

  34. You are never too old to learn But before you know … it is too late to learn

  35. Changethe perspective You are never too old to learn …..

  36. The End Use it or loose it …..

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