Gerontology Center, University of Kansas, Lawrence.
Gerontologist. 2016 Apr;56(2):184-92. doi: 10.1093/geront/gnu077. Epub 2014 Aug 21.
In his Kent Award lecture, Scott Bass called for a greater coherence of gerontology. This article proposes that the teaching of gerontology is one way to address the centrifugal tendencies of the field and economize its disciplinary sprawl. The instructional strategy is to concentrate attention to a limited number of focal visuals from which the exposition of gerontological knowledge can radiate out and to which it can circle back. The 5 images selected here synthesize numerous ideas about life course; senescence, development, and interventions in these processes; the long gestation of relative health and illness; the succession of cohorts and social change; and the question of preparing for and managing the uncertainties of adult life. The 5 pictures and charts show some common features, such as lifelong flows of time and a recurring arc-like shape that is used to depict them. A sixth image is suggested in order to counter the impression that aging is a process of diminishment. Most knowledge about aging is rooted in a core discipline, but the teaching of that knowledge beyond the discipline can integrate content in fruitful ways.
在他的肯特奖演讲中，斯科特·巴斯呼吁老年学更加协调一致。本文提出，老年学教学是解决该领域离心倾向和节约学科扩张的一种方法。教学策略是将注意力集中在有限数量的焦点视觉上，老年学知识可以从这些视觉中辐射出来，并可以围绕这些视觉进行循环。这里选择的 5 个图像综合了许多关于生命历程的想法；衰老、发展和对这些过程的干预；相对健康和疾病的漫长孕育期；队列的接替和社会变革；以及为成年生活的不确定性做准备和管理的问题。这 5 张图片和图表显示了一些共同的特征，例如时间的终身流动和用于描述它们的反复弧形形状。为了消除衰老过程是一个衰退过程的印象，建议使用第六个图像。关于衰老的大多数知识都植根于一个核心学科，但在学科之外教授这些知识可以以富有成效的方式整合内容。
