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Intergenerational learning

Summary/Abstract: Intergenerational learning can be informal as well as non-formal. In the former case, it takes place inside and outside the family. In the latter case, however, it takes the form of various intergenerational educational programs. This research concerns the informal dimension of intergenerational learning. The main goal was to recognise the position from which older adults direct their message to other genera-tions, identify its scope and strength, and what distinguishes the intergenerational message in late adulthood. The present study follows the constructionist paradigm and is based on grounded theory methodology. The semi-structured interview tech-nique was used to collect the data. The empirical material was 37 recorded interviews with people over seventy (21 women and 16 men). The selection of cases had a theo-retical character, which means they were chosen based on current analytical findings. The analysis results showed that the older adults direct their message to different generations from two qualitatively different positions – significant others and tradi-tional authorities. In the case of significant others, the scope of the message is small, but the power of its impact is immense. The message formulated from the position of traditional authorities has a relatively low scope and power of impact. The results of the research show that intergenerational learning can occur in both directions – from the older to the younger generation and from the younger to the older generation. On the other hand, the phenomenon of impregnation or closure to intergenerational transmission by people of different generations is firmly documented. What appears in the message of older people and is somewhat unusual in the earlier stages of life are statements about a universal message to an anonymous and impersonal recipient.

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