Life Long Learning - use it or lose it
By Betty Wade - 30/04/2008
A recent survey showed that 90% of us older folk agreed with the statement ‘You’re never too old to learn’ – so why are there still such unshakeable myths which stifle the will to learn in later life?
As an activities organizer in various retirement homes I long ago became convinced of the value of life long learning. Those who took part and responded to the stimulation and challenge of learning new things were happier and healthier than the ones who just looked on.
In my experience, stored knowledge can decay - often quite gradually - through neglect. And skills and knowledge can become rusty as the memory fades, unless they are constantly reactivated through use.
But there is no reason for this with so many courses designed to attract the mature learner: Computers for the Terrified, Birdwatching and Writing your Personal History to name but a few - so why the general reluctance to take up the challenge?
Admittedly some older people struggle with learning due to the relatively few educational opportunities available to them when they were young, but there is psychological evidence to show that older people can more than make up for any loss of speed of thought or action if the teacher employs effective learning strategies.
Ageism does exist despite strenuous efforts to eliminate it, and old age can still be treated as a period when people give up their individuality, settle into a monotonous existence and become mentally less flexible. This attitude dramatically restricts older peoples’ learning opportunities and inclination. Some ageism is self-imposed with many older people being habit-bound, or feeling anxious about their ability to cope in a learning situation, or worrying about failing in front of a group. Others fear contributing to discussions because as children they were taught strict by rote learning – so free discussion frightens them.
Physical changes can also present difficulties, such as deterioration in sight or hearing, physical tiredness, declining powers of memory and concentration. Sensitive teachers could try to build up confidence and reduce the learner’s anxiety by monitoring and adjusting the pace of the work and breaking the tasks up into smaller units. Interestingly older people may appear to grasp a concept quickly - but may not retain it without constant use.
It is also worth remembering that older learners are NOT highly similar to each other in ability. Some will have regularly needed to learn new skills during their years of employment, whilst others will not have had such opportunities and so not been able to develop their intelligence to the same extent.
Finally, what can an older student expect from attending a course? Some will see adult education as an enjoyable day out where they can make friends, develop an outside interest and keep the mind alive, without a particular goal. Others may have a specific need – to learn a language, master the computer, learn DIY or car maintenance. There will also be the learners who want to master a ‘subject’ such as cookery, creative writing or local history. Fortunately there are now training courses specifically aimed at those working with mature learners, in which they are made aware of the problems and misgivings of the elderly student.
My advice is: never underestimate the value of your time as a learner – it is special and precious. If you enroll for a course, be sure that what is being taught is what you want to learn before embarking on it. This may seem obvious – but an able-bodied pensioner I know went along to enroll on a DIY course and asked what was involved before signing up. So imagine my horror (yes, dear reader, I WAS that pensioner) when I was told that the course was on flag-laying, roofing and plumbing!
But seriously, why not take the plunge and try something new? Join the ranks of many older people who are discovering their talent for learning, doing and having fun - it could give you a whole new lease of life.