In the article several examples of public discourses were analysed. Discourses
on lifelong learning and later life learning included elements of
ageism. Positive principles of lifelong learning were compared with the
available observations concerning the role of the elderly people in the
family and social life in Poland that usually come down to – awaited by
larger family – working and material support. Another dimension represented
public discourse on longer period of professional activity, learning
for longer life with no reference to self-realization, personal development
of the elderly or their talents and new skills discovered while taking active
part in the learning processes in later life.
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