Critical gerogogy : developing practical possibilities for critical educational gerontology

Abstract

Despite the recent increase in the number of publications in the field of educational gerontology, remarkably little has been published on ‘gerogogy’. The aim of this research article is to integrate critical gerogogy within a praxeological epistemology, as a continual reconstruction of thought and action in the living historical process of older persons. Following a critique of the critical educational gerontological position, seven principles are recommended for a ‘really’ praxeological gerogogy. These include: the embodiment of a political rationale; a commitment towards the transformation of the ageist world; disagreement that any type of education empowers older persons; emphasis on facilitators who take sides with and are committed to the position of older people; a reaching out to all distinct segments of older people; embracing a self-help culture; taking the role of a ‘progressive’ movement by engaging in counter-hegemonic activities.