Education, Active Aging, and Social Participation 2009 (SUF edition)

Full edition for scientific use. The present survey has set itself the task of finding empirical evidence for (further) education in old age as an instrument of socialisation. The aim is to find out whether participation in educational processes as such already leads to social inclusion in old age or is a prerequisite for subsequent social participation. In this study, the educational behaviour of older people is questioned and an attempt is made to explain the connection between education and social inclusion. Participation in education is thus not described as a private matter, but in its significance for social action. According to the thesis, those who learn in an organised manner not only learn for themselves but are also in a social or societal process. Participation in education is not only socio-demographic and socially conditioned, but is also based on certain personality dispositions. If learning processes are perceived as inner satisfaction or affective experience and not as effort, then it is more likely that educational offers will be taken up. In addition to socio-demographic and socio-economic influences on education in old age, this study dealt with the institutional conditions of learning. What should learning opportunities look like to make them attractive? What favourable framework conditions does seniors' education need?

供科研使用的完整版调查：本次调查旨在为老年继续教育作为社会化工具探寻实证依据。本研究的目标在于探明：参与此类教育过程本身是否即可促成老年群体的社会融入，或是成为后续社会参与的前提条件。本研究通过调研老年人的教育行为，尝试阐释教育与社会融入之间的关联机制。据此，教育参与不应被视为个人私事，而应着重考察其对社会行动的重要价值。依据本研究的核心立论，以组织化形式开展学习的个体，不仅能实现自我成长，同时也置身于社会或社群的互动进程之中。教育参与不仅受社会人口学与社会情境因素的制约，同时也依托于特定的人格特质。若学习者将学习过程视作内在满足或情感体验而非负担，则更愿意参与教育项目。除社会人口学与社会经济因素对老年教育的影响之外，本研究还探讨了学习的制度性条件。应如何设计学习机会以提升其吸引力？老年教育需要哪些利好的框架性条件？