![]() ![]() Bringing in current popular works allow students to view the material as pertinent to their environment. The fourth method is the use of popular media (books/films) to discuss topics such as STIs, sexual health, or the LGBTQ or BDSM aging community. Having an older person from the LGBTQ community helps to bring alive the experience of being gay as well as to help students understand the needs of the older adult gay person. For many older gays and lesbians, coming out to friends and family may still mean risking everything, including friendships, being disowned by family and exposure to violence. Acknowledging one’s sexual identity, particularly as a mid-life to older instructor can assist the students’ in grasping the topic’s salience. The third method is the use of personal repertoire or narrative to address sexuality and midlife/older adults. Gerontology utilizes cross-disciplinary approach and issues including biology, psychology, and relationships in late life can be combined to provide a realistic view of sexuality in later life. ![]() Instructors often use their discipline specific arena to teach sexuality and aging. The second method is teaching sexuality from a gerontological point of view. Additionally, aging and disability are also discussed in this light. One strategy with college students is to present a discourse on sexuality being a normal expression of life, particularly noting that sexuality doesn’t just begin with puberty and end after childbirth or old age. Sexuality is ubiquitous and is present throughout life from birth to death. The first method is the use of a life span approach. This workshop will explore four student-centered learning methods for sexuality and aging. sexuality or sexual expressions of older adults, the cultural or religious differences in sexuality of their students or of themselves, or lack of previous exposure to sexuality and aging other than in a limited medical model. It might be because of the instructor’s discomfort in considering the. Often instructors in gerontology skip or gloss over topics that are considered challenging to teach, whether the difficulty is lack of knowledge on the subject or a topic that might be considered immoral, morbid, icky or “taboo.” Sexuality and aging is one such topic that some instructors may feel ill-prepared to teach. Talking with young people about books and movies-about the relationship between literature and character formation, outlining the theoretical framework for the whole project. Research leaders of the discussions present the focus groups’ results in chapter two and three, and the book’s editor has contributed an introductory essay-Storytelling and character formation. There were focus group discussions regarding the most popular works of fiction (according to the survey responses): for the conversation on books, Harry Potter and the Sorcerer’s Stone for the conversation on movies, The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe, and Titanic for the conversation on TV series, The Big Bang Theory and Thirteen Reasons Why. The works had been chosen based on a representative study, done two years prior, with a sample of 3,700 subjects ages 18-29 from five European countries (France, Germany, Great Britain, Italy, and Spain) and four countries from the Americas (Argentina, Colombia, Mexico, and the United States). Love, Friendship and Storytelling-and temporarily suspended by the Covid pandemic-with focus groups examining books, movies, and TV series popular with young people. On September 24th and 25th, 2021, at the Pontifical University of the Holy Cross in Rome, the literary discussions recommenced, which were initiated by Educating Young People through the Classics. The whole book explores the results of a focus group study about how young people grasp the messages about friendship and love communicated through the stories they read, how these concepts influence their own values, and how they assess a piece of literature. ![]()
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