Third-Age Education in Canada and Japan: Attitudes Toward Aging and Participation in Learning

Abstract Lifelong learning is essential to participation in society, and presents important challenges for educational gerontology. This study compares Canadian and Japanese perspectives on (a) attitudes toward aging, (b) the learning needs of older adults, and (c) the role of centers of learning. Surveys were conducted of sample populations in two elder colleges in Japan (N = 419, 753; mean age 66.4,70.5) and two senior centers in Canada (N = 122; mean age 75.0). Results suggest Canadian respondents have more positive attitudes toward aging; Japanese respondents have greater needs for social/communicative learning; and Canadians have a greater need for traditional learning. Future implications for older-adult education and research are discussed. Notes Cf. p < .01 (χ2 = 50.16, df = 4). Cf. Nishinomiya %: very much interested + interested. (%): interested.