RONALD J. MANHEIMER is the executive director of the North Carolina Center for Creative Retirement at the University of North Carolina at Asheville where he is also Research Associate Professor of Philosophy. He is the author of Older Americans Almanac (1994) and Developing Arts and Humanities Programming with the Elderly (1984). Formerly he was director of Older Adult Education for the National Council on the Aging, Inc. He has designed and directed educational programs for and with older adults through universities, museums, libraries, and community centers. Currently he also chairs the Older Adult Education Network of the American Society on Aging.DENISE D. SNODGRASS is assistant director of the North Carolina Center for Creative Retirement. She specializes in leadership development among retirees and organizations working with older adults. She has coordinated numerous humanities projects funded by the National Endowment for the Humanities and North and South Carolina Humanities Councils conducted by the NCCCR. She is also adjunct NCCCR instructor in the Department of Literature and Language at the University of North Carolina at Asheville where she teaches freshman composition.DIANE MOSKOW-McKENZIE has over 15 years of work experience in the field of adult education. While with the North Carolina Center for Creative Retirement she completed a national study of planning stages of over 250 older adult educational programs. She has authored articles, chapters, and directories dealing with older adult education.

• Tables Acknowledgments Introduction Lifelong Learning in an Aging Society An Emerging Generation of Retirees: A Case Study The Purpose of Education in an Aging Society Attitudinal and Institutional Changes Motivation for Education in Later Life The Problem of Institutional Rationales The New Paradigm: Lifelong Learning Leadership and Community Service Conclusion: The Politics and Promise of Older Adult Education Older Learners and Programs in Historical Perspective The Concept of the Third Age Emergence of Older Adult Education in the United States Intellectual Functioning of Older Adults Adult versus Older Adult Education National Policies and Older Adult Education An Institutional History of Older Learner Programs Support of Older Learners The Transformation of Older Learner Programs The Changing Picture Five Models of Older Adult Education A National Research Project on Older Adult Education Research Findings Determinants of Success Prospects for the Future The Impact of Institutional Policies on Older Adult Education Public Policy and the Greying of the United States Motivations of Major Stakeholders in Older Adult Education Policy Governmental Policies Before 1965 Public Policy Responds to Older Americans Effects of the Older Americans Act: National Policies after 1965 State Initiatives Policies of Institutions Policies of National Aging and Education Organizations Implications and Trends in Older Adult Education Policy Older Adult Learning in the Technological Age Education in the Computer Age Seniors and Technology Computers and the Older Learner Informal Learning and Communication Distant Learning Prognosis for the Future Generations Learning Together Intergenerational Learning Rationales for Intergenerational Educational Programs Transforming Effects of Intergenerational Education Intergenerational versus Age-Segregated Programs The Intergenerational Impulse and Imperative Appendix: Introduction Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Index

RONALD J. MANHEIMER is the executive director of the North Carolina Center for Creative Retirement at the University of North Carolina at Asheville where he is also Research Associate Professor of Philosophy. He is the author of Older Americans Almanac (1994) and Developing Arts and Humanities Programming with the Elderly (1984). Formerly he was director of Older Adult Education for the National Council on the Aging, Inc. He has designed and directed educational programs for and with older adults through universities, museums, libraries, and community centers. Currently he also chairs the Older Adult Education Network of the American Society on Aging.DENISE D. SNODGRASS is assistant director of the North Carolina Center for Creative Retirement. She specializes in leadership development among retirees and organizations working with older adults. She has coordinated numerous humanities projects funded by the National Endowment for the Humanities and North and South Carolina Humanities Councils conducted by the NCCCR. She is also adjunct NCCCR instructor in the Department of Literature and Language at the University of North Carolina at Asheville where she teaches freshman composition.DIANE MOSKOW-McKENZIE has over 15 years of work experience in the field of adult education. While with the North Carolina Center for Creative Retirement she completed a national study of planning stages of over 250 older adult educational programs. She has authored articles, chapters, and directories dealing with older adult education.

• Tables Acknowledgments Introduction Lifelong Learning in an Aging Society An Emerging Generation of Retirees: A Case Study The Purpose of Education in an Aging Society Attitudinal and Institutional Changes Motivation for Education in Later Life The Problem of Institutional Rationales The New Paradigm: Lifelong Learning Leadership and Community Service Conclusion: The Politics and Promise of Older Adult Education Older Learners and Programs in Historical Perspective The Concept of the Third Age Emergence of Older Adult Education in the United States Intellectual Functioning of Older Adults Adult versus Older Adult Education National Policies and Older Adult Education An Institutional History of Older Learner Programs Support of Older Learners The Transformation of Older Learner Programs The Changing Picture Five Models of Older Adult Education A National Research Project on Older Adult Education Research Findings Determinants of Success Prospects for the Future The Impact of Institutional Policies on Older Adult Education Public Policy and the Greying of the United States Motivations of Major Stakeholders in Older Adult Education Policy Governmental Policies Before 1965 Public Policy Responds to Older Americans Effects of the Older Americans Act: National Policies after 1965 State Initiatives Policies of Institutions Policies of National Aging and Education Organizations Implications and Trends in Older Adult Education Policy Older Adult Learning in the Technological Age Education in the Computer Age Seniors and Technology Computers and the Older Learner Informal Learning and Communication Distant Learning Prognosis for the Future Generations Learning Together Intergenerational Learning Rationales for Intergenerational Educational Programs Transforming Effects of Intergenerational Education Intergenerational versus Age-Segregated Programs The Intergenerational Impulse and Imperative Appendix: Introduction Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Index

RONALD J. MANHEIMER is the executive director of the North Carolina Center for Creative Retirement at the University of North Carolina at Asheville where he is also Research Associate Professor of Philosophy. He is the author of Older Americans Almanac (1994) and Developing Arts and Humanities Programming with the Elderly (1984). Formerly he was director of Older Adult Education for the National Council on the Aging, Inc. He has designed and directed educational programs for and with older adults through universities, museums, libraries, and community centers. Currently he also chairs the Older Adult Education Network of the American Society on Aging.DENISE D. SNODGRASS is assistant director of the North Carolina Center for Creative Retirement. She specializes in leadership development among retirees and organizations working with older adults. She has coordinated numerous humanities projects funded by the National Endowment for the Humanities and North and South Carolina Humanities Councils conducted by the NCCCR. She is also adjunct NCCCR instructor in the Department of Literature and Language at the University of North Carolina at Asheville where she teaches freshman composition.DIANE MOSKOW-McKENZIE has over 15 years of work experience in the field of adult education. While with the North Carolina Center for Creative Retirement she completed a national study of planning stages of over 250 older adult educational programs. She has authored articles, chapters, and directories dealing with older adult education.

• Tables Acknowledgments Introduction Lifelong Learning in an Aging Society An Emerging Generation of Retirees: A Case Study The Purpose of Education in an Aging Society Attitudinal and Institutional Changes Motivation for Education in Later Life The Problem of Institutional Rationales The New Paradigm: Lifelong Learning Leadership and Community Service Conclusion: The Politics and Promise of Older Adult Education Older Learners and Programs in Historical Perspective The Concept of the Third Age Emergence of Older Adult Education in the United States Intellectual Functioning of Older Adults Adult versus Older Adult Education National Policies and Older Adult Education An Institutional History of Older Learner Programs Support of Older Learners The Transformation of Older Learner Programs The Changing Picture Five Models of Older Adult Education A National Research Project on Older Adult Education Research Findings Determinants of Success Prospects for the Future The Impact of Institutional Policies on Older Adult Education Public Policy and the Greying of the United States Motivations of Major Stakeholders in Older Adult Education Policy Governmental Policies Before 1965 Public Policy Responds to Older Americans Effects of the Older Americans Act: National Policies after 1965 State Initiatives Policies of Institutions Policies of National Aging and Education Organizations Implications and Trends in Older Adult Education Policy Older Adult Learning in the Technological Age Education in the Computer Age Seniors and Technology Computers and the Older Learner Informal Learning and Communication Distant Learning Prognosis for the Future Generations Learning Together Intergenerational Learning Rationales for Intergenerational Educational Programs Transforming Effects of Intergenerational Education Intergenerational versus Age-Segregated Programs The Intergenerational Impulse and Imperative Appendix: Introduction Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Index