Abstract
Combining modern approaches in cultural sociology and social philosophy, this paper aims to analyze the main sociohistorical characteristics and future challenges of the so-called Japanese “Learning Society”, specifically focusing on elderly education. Since Japan is the country with the highest life expectancy in the world, its elderly population has become increasingly more visible in the last decades. These social and demographic changes, along with the Japanese values of social integration and harmony, have made learning for an aging population to become an important afterthought in Japanese educational fields. Numerous elementary schools, high schools, universities, and other Japanese educational institutions, both public and private, have allocated increasing resources to teach senior citizens, so they can adapt to modern times and continue feeling useful in society. As a consequence, Plato’s old and powerful ideal of learning through life for both sexes, along with Confucius’ ideal of “never too late to learn”, have increasingly become realities in Japan. Nevertheless, elderly education often continues to be socially perceived mainly as an add-on, outside the traditional Japanese learning establishment. Focusing on the Japanese ideal of not only pursuing socioeconomic sustainability, but also strong ethical and social values, this study explores the role of elderly education in the enhancement of Japanese senior citizens’ personal development, active citizenship and social inclusion, along with the challenges that this growing population faces today and in Japan’s technology-driven future.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Social and Cultural Perspectives on Aging
KEYWORDS
Education Elderly Japan
