Growing Old in a New Age Growing Old in a New Age
Program Lesson 1 Myths and Realities of Aging
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Mollie Pier speaks on humor |
Leo Salazar and family |
Population changes in China |
New interest in computers |
Learning Objectives
Explain how and why attitudes toward older people have changed over time
Video
The video is comprised of three segments. In the first segment, experts and older adults share with us their views on aging. Many older adults report positive experiences with aging. However, an individual’s view of old age is influenced by health, income, culture, and family relationships. The second segment presents information on the increasing numbers of older people in the country and the world. These demographic changes will continue to impact all aspects of our society. For example, new family and work roles will emerge for older people; the timing of retirement may change; and citizens will demand more research on the problems of old age. The third segment identifies and "debunks" common myths of old age and discusses the impact of "ageism."
Video Quote: Ruth Dow shares her views on aging
Ruth Dow: "Probably the worst thing about it is there's not much future in it. But aside from that, I've--I've found that--in my real old age, which I have gained now--a lot of freedom that I never had before. And, I guess you don't care so much about a lot of unimportant things that you used to do. What people have to say and how you look and all these things you--it's just not that important anymore."
Vern Bengtson: "He went to the hospital for the first time at the age of a hundred and two. Why did he end up in the hospital? Well, he'd fallen off a ladder. Why had he fallen off the ladder? Well, he was up on the roof, cleaning out the gutters of my mother-in-law's house. Why was he at the age of a hundred and two cleaning out the gutters of the second story? Because he had always done it. Now, that kind of a feisty attitude toward life--I'm not sure if I'm gonna be cleaning out gutters on a ladder when I'm a hundred and two. But by golly, he was negotiating his own independence and autonomy after one century of life. And I think that's the kind of role model that I want my children to have, as they look forward to their own aging in the twenty-first century."
Text
Chapter 1, "The Growth of Social Gerontology," presents definitions for gerontology, social gerontology, and geriatrics and outlines the four types of aging: chronological, biological, psychological, and social. The book's major perspectives -- of diversity in aging and the importance of person-environment fit -- are introduced. Next presented is information on the changes in life expectancy and life span, population age distributions and dependency ratios, and population trends among very old people and ethnic minorities. The chapter also introduces readers to the methods by which aging is studied and gives examples of some of the well-known research on aging and older adults. Specific problems of cross-sectional and longitudinal studies, and of older adults as research subjects, are discussed.
Monsignor Charles Fahey: "In this century, we have in effect, increased life expectancy by virtually fifty percent. It was in the mid-forties, now it's in its mid-seventies. So we, and it's hard for us to realize this, but we're the first people in history that basically look forward to a relatively long and certain life."
Chapter 2, "Historical and Cross-Cultural Issues in Aging," summarizes how old age was viewed in prehistoric times, in Greek and Roman Cultures, in Medieval Europe, and Colonial America. Modernization theory, and alternatives to it, are discussed. Different cultures assign different roles to their elders, often based on social position, control of property, or control over knowledge. Examples from Africa, Native American tribes, Pacific Island nations, and Asia illustrate these concepts.
Jeanette Takamura: "I think a lot of businesses believe, and people believe, that the elderly simply cannot learn technology. You know. Put them in front of a computerized machine of some sort, and they'll freak out or they'll walk out and they won't come back to work. But what we know is that our older adults are signing up for computer courses by the droves. They're excelling in it, they're getting their friends involved in it, and they're doing far better that many of our young people. So we know that that's a myth that needs to be dispelled."
Features of the Study and Faculty Guides
Study Guide (MySocKit)
Key points of the lesson, integrating video and text, are elucidated under the learning objective topics. Self-study questions help students prepare for exams. Descriptions of discussion and essay/research topics provide instructions for a variety of activities that may be assigned by the instructor. The Study Guide also provides a glossary of key terms and concepts covered in the telecourse and a listing of participants in the video.
Faculty Guide
The descriptions of discussion and essay/research topics presented in the Study Guide are reprinted in the Faculty Guide with tips for assigning the activities effectively. In addition, in-class activity suggestions and exam questions/answers are included. The Guide offers options appropriate for faculty using the telecourse in different settings, e.g., in-class, distance learning, interactive television, or a combination of formats. A Video Index helps instructors find segments of the video by time code and topic.
Telecourse Team
Copyright © 1998 -2008 [Center on Aging, University of Hawai'i]. All rights reserved.
