目 录
CHAPTER 1 INTRODUCTION 1
1.1 Research Background 1
1.2 Research Purpose and Research Questions 2
1.3 Research Methodology and Process 3
1.3.1 Research methodology 3
1.3.2 Research process 4
1.4 Definition of Terms 8
1.4.1 Learning city 8
1.4.2 The elderly 9
1.4.3 Elderly learning 9
1.4.4 Elderly lives 10
CHAPTER 2 LIFELONG EDUCATION IN MODERN CHINA 11
2.1 The Historical Development of Lifelong Education 11
2.1.1 Ideas of lifelong education in Chinese traditional education 11
2.1.2 Lifelong education development in contemporary China 13
2.1.3 New explorations by Chinese scholars in the field of lifelong education 15
2.2 Evolution of Modern Chinas Lifelong Education Policy 17
2.2.1 Infant stage of lifelong education policies late in the 1970s to 1980s 18
2.2.2 Developing lifelong education policies and legislation in the 1990s 18
2.2.3 Period of lifelong education policies in full swing 2000-2012 20
2.3 Characteristics and Problems in the Research of Chinese Lifelong Education 22
CHAPTER 3 LEARNING CITY IN CHINA 24
3.1 Formation and Development of the Lifelong Learning City in China 24
3.1.1 Motivation to establish a lifelong learning city in China 25
3.1.2 Representative lifelong learning cities in China 27
3.1.3 Current situation and open problems of lifelong learning cities in China 28
3.2 Constructing Lifelong Education System in Shanghai 30
3.2.1 Introduction of Shanghai 30
3.2.2 Constructing lifelong education system in Shanghai 31
3.3 The Process of Building a Learning City in Shanghai 43
3.3.1 The piloting and idea-forming stage 1999-2005 43
3.3.2 The blueprinting and system-building stage 2006-2010 45
3.3.3 The standardized development and mechanism innovation stage2011- 48
CHAPTER 4 ELDERLY LEARNING IN CHINA 50
4.1 Elder Population Features 50
4.1.1 Population 50
4.1.2 Age structure and gender structure 52
4.1.3 Demographic distribution 54
4.1.4 Urban, town, and rural elderly population distribution 56
4.2 The Characteristics of the Elderly and Elderly Learning 57
4.2.1 The characteristics of the elderly 57
4.2.2 The elderly learning characteristics 62
4.3 Elderly Education Development 63
4.3.1 The initial stage of elderly education in Chinain the 1980s to 1990s 63
4.3.2 The development and perfection stage of elderly education in China
middle to late 1990s 64
4.3.3 The innovative stage of elderly education in China in the 21st century 65
4.4 Elderly Education Feature 66
4.4.1 Hierarchical and diversified elderly education management system 66
4.4.2 Diversified elderly education forms and means 68
4.4.3 Systematic and standard management of elderly education curriculum 68
4.4.4 Elderly education extending from large and medium-sized cities to the
countryside 70
4.5 Elderly Education Institutions and Implementation 71
4.5.1 Community elderly education 71
4.5.2 The elder university 72
4.5.3 Media elderly education 73
4.5.4 Self-organized elderly education 73
4.6 Community Schools in Shanghai 74
4.6.1 The management organizations of the community school 74
4.6.2 The teachers structure 76
4.6.3 The curriculum content of the community school 77
4.7 Global Elderly Learning Research 79
4.7.1 Feasibility of adult learning 79
4.7.2 Differences and influencing factors of elderly learning 82
4.7.3 The successful aging 85
4.7.4 The culture phenomenon of the aged learning and elderly life 87
CHAPTER 5 LEARNING AND LIFE IN THE ELDERLY STAGE： CONTENTS
OF LEARNING CITY COMMUNITY SCHOOL 91
5.1 Seniors Life Before and After Retirement 91
5.1.1 Discontinuity of education 91
5.1.2 Seemingly settled life before retirement 92
5.1.3 Perceptions of the elderly： significance of stability 93
5.2 Generating Learning Needs 94
5.2.1 Learning needs： motivated to learn 94
5.2.2 Aspects of learning needs 96
5.3 Environments Amicable to Learning 99
5.3.1 Fostering access to learning 99
5.3.2 Family and peer support in learning 105
5.4 Characteristics of Participation in Elderly Learning 108
5.4.1 Spectrum of adaptation into learning 108
5.4.2 Depicting adaptations into learning 110
5.4.3 Comprehension leading to reflection 121
5.5 Scenes of Life Change Incurred from Elderly Learning 125
5.5.1 General characteristics of personal improvement 125
5.5.2 Fostering patterns within the family 130
5.5.3 Expansion of the social environment 137
CHAPTER 6 INTERRELATION OF ELDERLY LEARNING AND THEIR
LIVES IN THE CHINESE SOCIETY 148
6.1 Elderly Learning and Lives： Trigger of Learning, Blurring of Boundaries 149
6.1.1 Corporeal dimension in elderly learning and lives 149
6.1.2 Learning as an embodiment of the mental dimension 153
6.1.3 Elderly learning： family life in miniature 160
6.1.4 Elderly learning as a way of social Life 163
6.2 Enrichment of Elderly Lives through Elderly Learning 167
6.2.1 Promoting changes in the corporeal dimension 168
6.2.2 Quality enhancement in the mental dimension 171
6.2.3 Fostering cohesion within the family 175
6.2.4 Strengthen social lives of elders 178
6.3 Cultural and Institutional Aspects of Elderly Learning 182
6.3.1 Diffusion of community culture 182
6.3.2 Role of promoting elderly care functions within China 187
CHAPTER 7 DISCUSSION AND CONCLUSION 192
7.1 Discussion 192
7.2 Conclusion 200
参考文献 203
內容試閱：
Foreword
As the Chinese society is accelerating towards an aging society, the increasing number of the elderly is gaining prevailing attention. Elderly learning has also emerged as a part of research within the field of lifelong education. The construction of learning cities by the Chinese government has led to an establishment of a wide learning network. This allows further learning opportunities for the seniors. This book aims to explore the specific learning situation of the elderly, focusing on learning activities within their lives.The methodology of qualitative case study was used by conducting interviews with elderly learners in community shools in Changning District of Shanghai. Focusing on the narratives of 14 participants describing their daily learning activities, elderly learning and elderly lives were analyzed. Main participants were retired elderly, participating in learning activities. Their lives before and after retirement, learning needs, external conditions on learning, processes of participating in learning, and the changes in their lives were analyzed. Moreover, in order to fully grasp the elderly learning phenomenon in the community schools, perceptions of administrators working in government departments and community schools were considered as well.
This book depicted the vivid reality of elderly learning and lives in China, analyzed elderly lives in four dimensions, and drew interrelationship between elderly learning and lives in the specific cultural and institutional context of a Chinese learning city. Elderly learning is triggered from their lives, and it dissolves into their lives as a constituent. As the elderly engage in learning activities, their lives face changes. New aspects recurrently require further learning, building the continuum of learning activities. Learning forms a continuum, but is not a fixed structure in itself. It consistently moves ahead in a circulating structure. Since this does not have a fixed period of circulation, the relationship between elderly learning and elderly lives seems to halt standstill, or even reverse itself. Yet, the relationship eventually appears as an ascending spiral, in a process of development and new advancements. In the Chinese learning cities of Shanghai, the ascending spiral structure not only drives changes in elderly lives and learning, but also influences community culture and socio-institutional aspects on elderly care.
This book analyzed the ascending spiral relationship of elderly learning and lives in four dimensions of corporeal physical, mental, familial, and social lives. These dimensions particularly deal with interrelationship between learning and lives of the elderly. The four dimensions of elderly learning and lives show that learning activities in community schools draw changes of the elderly toward social beings, as well as influencing the culture and institutional aspects of the community. Cultural aspects include changes in perceptions toward learning participation, expanding recognitions of the community, and vitalization of activities associated with learning. In institutional aspects, it also suggests a new approach to elderly care services, different from traditional services provided by families and social institutions.
This book analyzed and explicated elderly learning in the perspective of lifelong learning. It shed lights on the influences and meaning of lifelong learning on the lives of the elderly in China. In general, the younger generations face a consistent need to learn in a rapidly changing society. In contrast, however, some people think that retired elderly, moving far away from society, do not have the need to continue learning. This study aims to show the meaning of lifelong learning attached to the lives of the elderly, through analyzing the interrelationship between elderly learning and elderly lives in the Chinese context.
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