[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-426642-105":59,"doc-detail-426642-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","life-lessons-in-learning-continuity-change-in-gerontological-education","LIFE LESSONS IN LEARNING - Continuity & Change in Gerontological Education","","The article frames Robert Atchley’s textbook Aging: Continuity & Change as a lens for gerontological education’s dual themes: persistent learning demands and unavoidable transformation. Educators must continually track emerging advances across age-related science, technology, health care, and public policy. Simultaneously, they face ongoing pressures including ageism, inequity, a lagging workforce, and the challenge of recruiting students to the aging field. It reviews the continuity-change paradox over the past three decades and outlines possible trajectories for the next thirty years.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/life-lessons-in-learning-continuity-change-in-gerontological-education/426642/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/life-lessons-in-learning-continuity-change-in-gerontological-education/426642.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-08","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the two enduring themes highlighted for gerontological education?","Question",{"text":112,"@type":113},"They are continuity and change, reflecting the need to keep learning amid ongoing transformation in the field.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why must gerontological educators continuously prepare and update their offerings?",{"text":117,"@type":113},"Rapid advances in age-related science, technology, health care, and public policy make it essential to remain current, and each course offering cannot be exactly the same.",{"name":119,"@type":110,"acceptedAnswer":120},"What major challenges does the article associate with educating in the aging field?",{"text":121,"@type":113},"It cites ageism, inequity, a lagging workforce, and the ongoing difficulty of attracting students to gerontology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426642,1790755486,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","366 Innovation in Aging, 2025, Vol. 9, No. S2  \nAbstract citation ID: igaf122.1239  \nLIFE LESSONS IN LEARNING: CONTINUITY &  \nCHANGE IN GERONTOLOGICAL EDUCATION  \nRona Karasik, Saint Cloud State University, Saint Cloud, Minnesota, United States  \nThe title of Robert Atchley’s introductory textbook Aging: Continuity & Change (1983,1987) reflects two enduring themes in gerontological education. On the one hand, it is essential, albeit daunting, to keep abreast of the rapidly emerging advancesin age-related science, technology, health care and public policy.  \nChange is inevitable and on-going preparation a necessity forgerontological educators. Ultimately, no two offerings of a particular gerontology course are ever exactly the same, nor should they be. On the other hand, there are also inescapable constants to contend with such as ageism, inequity, a lagging workforce, and the never-ending battle to attract students to the field of aging. This presentation examines the paradox of continuity and change in gerontological education over the past thirty years and considers potential trajectories for the next thirty.","cbCairoST4Xjd5Lc","https://ap.wps.com/l/cbCairoST4Xjd5Lc","pdf",366464,"English","# Abstract\n## Key themes in gerontological education\n## Drivers of change and ongoing challenges\n## Review of past decades and future trajectories","[{\"question\":\"What are the two enduring themes highlighted for gerontological education?\",\"answer\":\"They are continuity and change, reflecting the need to keep learning amid ongoing transformation in the field.\"},{\"question\":\"Why must gerontological educators continuously prepare and update their offerings?\",\"answer\":\"Rapid advances in age-related science, technology, health care, and public policy make it essential to remain current, and each course offering cannot be exactly the same.\"},{\"question\":\"What major challenges does the article associate with educating in the aging field?\",\"answer\":\"It cites ageism, inequity, a lagging workforce, and the ongoing difficulty of attracting students to gerontology.\"}]","LIFE LESSONS IN LEARNING - Continuity & Change in Gerontological Education | PDF",1790641264]