Lourdes C, Reus Velázquez
Programa de Terapia Física, Colegio de Profesiones Relacionadas con la Salud, Recinto de Ciencias Médicas, San Juan, Puerto Rico.
P R Health Sci J. 2002 Sep;21(3):241-51.
The purpose of the study was to explore the nature of seven retired educators' perspectives on their own education. Each educator was from a different health profession. Berger and Luckmann's thesis on the social construction of reality served as the conceptual framework of the study Throughout the study the researcher was able to appreciate that even though the reality of everyday life is a subjective interpretation of the world, there is a continuous correspondence between the researcher's perceptions of meaning and those of others. The in-depth interview method provided an adequate mechanism for the reconstruction of participants' everyday life experiences, and for the construction of categories of meaning. The researcher applied the method of inductive analysis in the identification of the themes and issues and in the construction of the categories. Nine categories of meaning emerged from the participants' reconstruction: 1) the legitimization of retirement; 2) understandings surrounding one's education; 3) understanding of the human aging process; 4) the legitimization of death; 5) the bonds between human beings as a fundamental element of human reality; 6) the roles within, and the objectification of, human activity; 7) the legitimization of religion and the element of spirituality; 8) understandings surrounding one's self; and 9) the reconstruction of the past: traditions and legitimate practices. Within the categories are areas of convergence between the signification of "one's own education" as a modality of life, and the signification of learning and of its propitiatory and restrictive conditions. As to the understandings of meaning and the emergent categories of meaning, the researcher constructed specific educational recommendations, which emphasize the educational processes of the old adult.
该研究的目的是探究七位退休教育工作者对自身教育的看法的本质。每位教育工作者都来自不同的健康专业领域。伯杰和卢克曼关于现实的社会建构的论点作为该研究的概念框架。在整个研究过程中，研究者能够认识到，尽管日常生活的现实是对世界的主观诠释，但研究者对意义的认知与其他人的认知之间存在持续的对应关系。深度访谈方法为重构参与者的日常生活经历以及构建意义类别提供了适当的机制。研究者在识别主题和问题以及构建类别时采用了归纳分析方法。从参与者的重构中浮现出九种意义类别：1）退休的正当性；2）对自身教育的理解；3）对人类衰老过程的理解；4）死亡的正当性；5）人与人之间的联系作为人类现实的基本要素；6）人类活动中的角色以及人类活动的客观化；7）宗教的正当性和精神性要素；8）对自我的理解；9）对过去的重构：传统和正当做法。在这些类别中，“自身教育”作为一种生活方式的意义与学习及其促进和限制条件的意义之间存在趋同领域。关于对意义的理解和新出现的意义类别，研究者构建了具体的教育建议，这些建议强调了老年人的教育过程。
