Purpose
To obtain a Master's Degree in Gerontology at the California State University of Fullerton, I elected to complete a final project. Creating a course - Stories from the Table, I facilitated a class of older adults for eight weeks in the Fall of 2006. My blog by the same name describes the experience and makes my course materials available (see the "Project Guide").
However, the deeper purpose of this blog is:
- to pursue innovative ways of guiding elders in lifelong learning,
- to explore how elders learning together can explode into elders shaping their local and world community together,
- to argue that current food issues compel our attention - traditional nutrition programs don't cut it
Target Audiences
The class targeted older adults who simply loved to learn and who were curious enough to explore without a tangible objective.
My blog targets the following audiences:
- Men and women who serve as guides to elders engaged in learning (i.e. program directors, facilitators, teachers, coaches, curriculum designers, and counselors at senior centers, lifelong learning programs, churches, libraries, adult education programs, outreach efforts of social change organizations)
- Men and women seeking to impact their community for good (i.e. whether you care about orphans in Russia, consumer debt destroying families, a polluted waterway, or illiteracy of the working poor, I believe elders-in-the-process-of-learning are a powerful force for change)
- Men and women working to promote nutrition among older adults (i.e. social marketing campaign designers, local health outreach advocates, nutrition and fitness counselors, senior center administrators)
Lifelong Learning/Elderlearning
Elderhostel programs and computer classes have waiting lists! Men and women nearing or enjoying their retirement years love to learn. In libraries, senior centers, community colleges, universities, and innovative learning-travel-volunteer programs, older adults zealously pursue opportunities to learn, grow, interact, think, plan, contribute, and create.
In creating Stories from the Table I wanted so much to follow in the footsteps of those blazing new trails in elderlearning. Could this class break the boundaries of teacher-led classes and be reshaped into a learner-led class? Would my elders find me talking as though I had some authority to tell them about their world and how they should change? Could I find ways to engage my elders in the sweet joy of learning rather than simply lecture to them about what I had enjoyed learning?
Stories from the Table attempts a fresh approach:
- The last class was the only class I delivered a fully prepared lecture. Even so, the class involved discussion, learner perspectives, and a tasty demonstration of a principle.
- Most classes involved educational tours, live demonstrations, back-and-forth discussions, a learning-oriented potluck, and face-to-face time with leaders in the field under discussion.
- Almost every class had action-oriented assignments designed to be done at home or at the library to prepare learners for the next class. Homework is not usually a part of programs at the senior centers in which I work.
- While the speakers and perspective of the class was clearly "Local-Seasonal-Organic," I attempted to lead the class as an exploration into this fascinating field rather than as a persuasive tool to change behavior.
- Class formats, the number of trips, and assignment content did not make very many assumptions about the learners. We explored and made no apologies. We zoomed away on our trips and filled the time we had together each day with as much learning and conversation as possible. We didn't settle for the same class agenda, the same break times, the same classroom, and one simple traditional "seniors" lunch trip. Nope.
Civic Engagement Connects with Lifelong Learning
How could I create a course that inspired my fellow learners to impact their community?
The question didn't even cross my mind as I put together the pieces of this little seminar. But, after teaching it and after teaching computer classes at another senior center, I began to realize something. When the elders of our community come together to learn, they often do something with the knowledge they gain or they engage in relationships that lead to good work.
For instance, one of the men in Stories from the Table was moved and prepared to lead a session at the local library's current events discussion group after joining our class. A woman was thinking through organic and healthy food issues on behalf of a friend with cancer who needed to think about the power of food to influence the body.
In my computer course, women used the computer tools under discussion for their Avon business, a neighborhood cookie exchange, an English program for international students, and for communicating with their family across many miles. Good work. Community enriching work.
None of these classes were built to intentionally foster civic engagement. Yet, they did anyway. I believe that elderlearning guides need to be first aware of the potential and second of ways to cultivate these energies. I also believe that classes, discussions, and travel-learning can all be structured to bring people together around a common cause. Furthermore, doing good is best done with others; a group working out their ideas and convictions together can have tremendous impact.
Nutrition Education or Social Action?
What do I think about the tools of nutrition educators?
- A food guide pyramid
- Food intake journals
- Points and rewards for different foods
- Weigh-ins
- Diet fads and diet foods
- Calories, carbs, fat grams
First, many of these tools do not adequately address the true needs of our community. They are created by people influenced by government policies and research funding streams. They do not emphasize a return to local, organic, and seasonal foods; instead, some tools just help people modify an unhealthy lifestyle.
Second, not everyone has the discipline or desire to transform the cultural experience of enjoying good food into a math lesson!
Third, nutrition education focuses our attention on food as fuel for the body. We often do not uncover its social and spiritual dimensions.
Fourth, food becomes a source of guilt for many of us. We feel bad. We restrict. We binge. We restrict.
Fifth, nutriton education does not engage its learners in the wider reaching conversation surrounding food. Food is not just about me. Food pathways transform entire nations. Food choices oppress laborers or honor them. Food addictions, government food policies, and food corporations impact the wellbeing of humans across the globe. Our response to food highlights our response to our Creator - do we honor those made in His image by sharing? do we eat with thankfulness and delight in all His gifts?
Stories from the Table is an attempt to inspire an excitement in exploring food and its significance. It is an attempt to light a fire in others that will affect the way we live together - eagerly learning about and enjoying our food and nourishing our community.
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