(in Polish) Ageing Societies - a multidisciplinary perspective

elective courses

The course presents some selected issues in the field of sociology of ageing in particular, as well as social gerontology. Learning objectives focus on multidisciplinary perspective, especially changing social perception of ageing itself, ageing as a notion, contemporary seniors social image and its changes and general social situation of seniors.

The course presents some selected issues in the field of sociology of ageing in particular, as well as social gerontology. The primary goal of the course is to present global ageing trends, social diversity and inequalities of ageing and social consequences of the process, the impact of social support on the idea of successful ageing. The course also aims at a wide range of opportunities and challenges that societies face in terms of ageing, e.g. productive ageing, generational intelligence, informal care and elder mistreatment. On the whole, the course’s unifying theme is the impact of dynamic interactions between older people and their environments or social agents, such as family, work(place), peer group, media. Encompassing such an array of matters, the course creates students an arena for a (moderated) discussion and favourable circumstances to shape their own opinion on presented issues. The course places great importance on the aspect of education for ageing.

Estimated total number of hours needed to achieve the effects of learning: 55-80.

• Settersten R.A., Angel J.L. 2012. “Trends in Sociology of Ageing: Thirty Year Observations.” Pp. 3-13 in Handbook of Sociology of Aging, edited by R. A. Settersten and J.L. Angel. New York: Springer

• Higo M., Williamson J.B. 2012. “Global Ageing.” Pp.117-129 in Handbook of Sociology of Aging, edited by R. A. Settersten and J.L. Angel. New York: Springer

• Hooyman N.R., Kiyak H.A., 2011. “Social Theories of Aging.” Pp. 312-338 in Social Gerontology. A Multidisciplinary Perspective. Boston-Tokyo: Pearson

• Torres S., 2011. „Cross-cultural differences in ageing.” Pp. 340-362 in An introduction to gerontology, edited by I. Stuart-Hamilton. New York: Cambridge University Press

• Davey A., Takagi E., 2013. “Adulthood and Aging in Families” Pp. 377-400 in Handbook of Marriage and the Family, edited by G.W. Peterson and K.R. Bush. New York: Springer

• Hooyman N.R., Kiyak H.A., 2011. “The Importance of Social Supports: Family, Friends, Neighbors, and Communities.” Pp. 339-392 in Social Gerontology. A Multidisciplinary Perspective. Boston-Tokyo: Pearson

• Flyckt R., Kingsberg S.A., 2011. ”Sexuality and ageing.” Pp. 283-316 in An introduction to gerontology, edited by I. Stuart-Hamilton. New York: Cambridge University Press

• Hooyman N.R., Kiyak H.A., 2011. “Opportunities and Challenges of Informal Caregiving.” Pp. 393-445 in Social Gerontology. A Multidisciplinary Perspective. Boston-Tokyo: Pearson

• Bass S., 2011. „From Retirement to „Productive Aging” and Back to Work Again.” Pp. 169-188 in Gerontology in the Era or the Third Age. Implications and Next Steps. Edited by D. C. Carr and K. Komp. New York: Springer Publishing Company

• Venneberg D.L., Wilkinson V.D., 2009. “Retirees Who Returned to Work: Human and Social Capital Implications for Organizations.” Pp. 1-15 in The Older Worker and the Changing Labor Market. New Challenges for the Workplace, edited by J.G. Gonyea. London and New York: Routledge

• Biggs S, Lowenstein A., 2011. „What is Generation Intelligence?” Pp. 1-18; „Developing generational awareness.” Pp. 28-40 in Generational Intelligence. A Critical Approach to Age Relations. London and New York: Routledge

• Tinker A., 2011. „Technology and Ageing.” Pp. 363-388 in An introduction to gerontology, edited by I. Stuart-Hamilton. New York: Cambridge University Press

• Settersten R.A., Angel J.L. 2012. “Sociology of Ageing in the Decade Ahead.” Pp. 661-672 in Handbook of Sociology of Aging, edited by R. A. Settersten and J.L. Angel. New York: Springer

• Phillips J., Ajrouch K., Hillcoat-Nalletamby S., 2010. Key Concepts in Social Gerontology. London: SAGE Publications

Student’s knowledge:

• having a fair comprehension of contemporary multidisciplinary perspectives on ageing

• having a fair comprehension of general social situation of seniors worldwide

Student’s academic skills:

• using adequate notions

• describing mechanisms and direction of changes in the area of social perception and constructs of ageing

• analysing statistical data results pertaining to ageing matters

• analysing variables of family and professional lives based on theoretical and empirical perspectives

• describing significance and new roles of seniors in contemporary societies

Student’s social skills:

• group working experience

• organizing and planning individual work

• talking about seniors without stigmatising or stereotyping

• criticising others and defending own opinions in accordance with the rules of a good dialog

• permanent marking including: students’ presence record (min. 80%) and preparation for classes

• active individual and in-group participation (homework) throughout the course

• implementation of the requirements presented in the beginning of the course