Intergenerational Relationships and Lifelong Learning: Missing Links

ABSTRACT

Encouraging generations to learn together requires an understanding of what happens during the learning process itself at different stages of the life course. Findings from cognitive psychology and from the developing field of neuroscience, which can shed light on some of the basic processes involved in learning through empirical study of the brain and connected nervous systems, offer a way forward. Here it is shown how stronger links between these different research traditions could help to inform educational policy especially in relation to intergenerational learning.

KEYWORDS:

• Cognition
• learning
• life course
• neuroscience