Waters David J, Hyner Gerald C, Ferraro Kenneth F
a Center for Exceptional Longevity Studies, Gerald P. Murphy Cancer Foundation , West Lafayette , Indiana , USA.
b Department of Veterinary Clinical Sciences , Purdue University , West Lafayette , Indiana , USA.
Gerontol Geriatr Educ. 2019 Jan-Mar;40(1):55-70. doi: 10.1080/02701960.2017.1391803. Epub 2017 Nov 27.
In an age of specialization, obstacles to interdisciplinary training and integrated intellectual growth are expected. One such obstacle to graduate-level training in gerontology is the challenge of making the biology of aging accessible to nonbiologists. In this article, the authors' aim is to share 15 years of experience developing a pedagogical strategy that situates the biology of aging as an accessible part of interdisciplinary gerontology education for nonbiologists and biologists alike. The approach hinges on a four-pronged learning opportunity-four course offerings-that places high priority on exactitude with language and sees development of an attitude of precision with language as essential to intellectual growth. By inspiring students to master language in the key of B-Biology of Aging-we unleash a versatile method for developing cross-disciplinary discoverers prepared for a lifetime of seeing and reporting.
在专业化的时代，跨学科培训和综合智力发展面临障碍是意料之中的。老年学研究生阶段培训面临的一个障碍是，如何让非生物学家也能理解衰老生物学。在本文中，作者旨在分享15年来开发一种教学策略的经验，该策略将衰老生物学定位为非生物学家和生物学家跨学科老年学教育中易于理解的一部分。这种方法基于一个四管齐下的学习机会——四门课程设置，高度重视语言的准确性，并将培养语言精确态度视为智力发展的关键。通过激励学生以衰老生物学（B）为关键掌握语言，我们释放了一种通用方法，以培养准备好一生观察和报告的跨学科探索者。
