Lifelong learning is an incredibly important tool for finding satisfaction in the after-50 years. Authors Nancy Nordstrom, former director of the Elderhostel Institute Network--the largest educational organization for older adults in the world--and her son Jon are experts on the subject. They give the how-to details on maintaining an active, fulfilling lifestyle after leaving the workforce, through educational travel, volunteerism, civic action, and more.

This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).

Focusing on understanding the varied learning experiences of older people across the life course, this groundbreaking new book analyzes the role and significance of learning in older people’s lives today.

Within the UK and Europe, government legislation and policies concerned with demography have asserted a paradigmatic shift towards the increased engagement of older people with public services. The philosophy of user involvement and co-production within these contexts has become integral to finding ways in which to improve the wellbeing of older people and their experiences of ageing well. Whilst this area has been steadily emerging within the educational field in relation to the lifelong learning of older people, there has been a relative under-theorization and a lack of empirical research however into the lifelong learning needs, opportunities and experiences of those older people using social care who are typically marginalized from these debates and developments. This book address this gap by paying specific attention to examining what opportunities might be present within care services and public services in general for older people using social care to capitalize on the skills and knowledge they might need to achieve more person-centred support. Through developing a debate and argument for the convergence of the lifelong learning agenda with social policy and social care, its core argument focusses on the challenge of sustainability of the care and support of older people. The author explores how social care could engage more meaningfully with concepts such as social capital and the challenges associated with achieving a genuine co-productive approach towards the quality of experience of older people using social care. This book will be an essential read for professionals working with older people in health and social care, as well as those engaged with gerontology and ageing studies in education and practice.

Over the last decade there has been a resurgence of interest in what adults learn in their later years (often described as beyond 65) and how this learning is linked to current personal, social and global issues. This learning commonly occurs in informal ways as seniors go about their daily lives. This kind of informal learning can be supplemented by non-formal education (via participation in planned learning as members of organizations) and less frequently in formal education structures such as universities. This book highlights how older people are learning in a myriad of ways and conditions. It covers everything from individualistic learning through to national issues of older adult education. Fresh perspectives are provided on biographical insights into retirement and higher education, how older people generate know-how in the company of others and in cross-cultural aspects, such as Chinese elders in Hong Kong and Māori seniors in Aotearoa New Zealand. In addition, the links between health and learning are explored, as well as the commitment universities in three countries have made to become age-friendly. This book was originally published as a special issue of the International Journal of Lifelong Education.

An analysis of learning throughout the whole of life. Written as a text for both educators and carers, it demonstrates how the learning process works through life and how learning at all stages of life is best achieved.

Sporting Kansas City captain Matt Besler has achieved something extraordinary in the least extraordinary way. At every level of his athletic career, Besler has heard the same questions and initial dismissal of his talent. Even as he made his slow, steady progression into the consciousness of his coaches, opponents, and fans, then onto the national and world soccer stage, he heard it still. How does a normal guy like Matt Besler end up playing in the World Cup, one of the most exclusive competitions in international sports? If it’s true that he’s a rather typical Midwestern guy, it’s also true that Matt happens to be one of the best soccer players in the country. Professional soccer is a bastion for the flamboyant—the lifestyles, the hairstyles, the WAGs, the passionate fans—yet Matt has flourished as the anti-flamboyant. He is preternaturally calm. He is stalwart. He is relentlessly committed to his preparedness and his athletic success. Matt Besler may seem to be Mr. Average, but it is this very characteristic that has made him exceptional. No Other Home offers an honest, first-person perspective into exactly what it takes to reach the highest levels of the sporting world. Matt shares his stories—from growing up in a loving but fiercely competitive family, to climbing through the ranks of high school, club, and college athletics, to dealing with injuries and professional setbacks, and even to his own rather extraordinary experience of becoming a father. The poignant lessons he’s learned so far hold value for soccer fans and nonfans alike. This is a book to be shared among family members, young and old. And for parents looking for positive influences in professional athletics, they will find no better role model than Matt. A portion of the proceeds from the sale of this book will be donated to the nonprofit charity, the BESLER FAMILY FOUNDATION.