CAJ | 학술논문

二十世纪六七十年代以来，随着人口老龄化向纵深发展，西方发达国家涌现了许多现代老龄化理论，这些理论逐渐成为国内外老年教育理论的主要渊源。对我国老年教育实践的现实考察可以发现，我国老年教育理论的发展相对落后于积极转换的人类老龄化理论视野，或者说对西方现代老龄化理论的理解与接纳产生了偏差与误解，因而客观上造成了老年教育发展的价值定位模糊不清，也制约了人口老龄化背景下老年教育的实践发展。因而，以西方现代老龄化理论视野为基础，反思并重构我国老年教育，目标：从活动参与转向精神发展；对象：从老年人转向所有人；内容：从知识转向智慧技能；方法：从传统转向现代等基本理论问题，以推动我国老年教育走向终身化发展道路。
이십세기륙칠십년대이래，수착인구노령화향종심발전，서방발체국가용현료허다현대노령화이론，저사이론축점성위국내외노년교육이론적주요연원。대아국노년교육실천적현실고찰가이발현，아국노년교육이론적발전상대락후우적겁전환적인류노령화이론시야，혹자설대서방현대노령화이론적리해여접납산생료편차여오해，인이객관상조성료노년교육발전적개치정위모호불청，야제약료인구노령화배경하노년교육적실천발전。인이，이서방현대노령화이론시야위기출，반사병중구아국노년교육，목표：종활동삼여전향정신발전；대상：종노년인전향소유인；내용：종지식전향지혜기능；방법：종전통전향현대등기본이론문제，이추동아국노년교육주향종신화발전도로。
Since the sixties or seventies of the twentieth century,with the development of aging of human population, there are many modern theories of human population aging emerging from western countries. All these theories can be classified into three genres. The first mainly focuses on the macro aspect about the effect on the individual and behavior from social structural fators,such as age stratification ,modernization, political economy of aging ,and so on ; the second mainly focuses on the medium aspect about the individual inherent power and the social process during aging , such as life course theory,life circle theory,activity theory,subculture theory,and so forth;the third mainly focuses on the micro aspect about the individuals and the interaction between them,such as social constructivism,social exchange theory, gerotranscendence, selective optimization with compensation, wisdom, and so on . These modern western theo-ries of human population aging are controversial, but also valuable,which cause the development of educational geron-tology entirely and subsequently, all of them gradually develop into the main theoretical origin of gerontology educa-tion at home and abroad. Through the observation on the reality of our gerontology education practice, our theory de-velopment of gerontology education relatively lags behind the western positive transformation of theoretical point of view of human population aging ,or we misunderstand and have a bias against the western theory of aging, which objec-tively leads to an ambiguous value-orientation of development of gerontology education, and also obstructs the practice of gerontology education under the background of human population aging. So, based on the modern theory of hu-man population aging in west, we should introspect and construct the basic theoretical issues of gerontology education ,such as the educational goal ( from activity to spirituality) ,educational object( from elderly to everyone) ,educational content(from knowledge to wisdom),educational method(from tradition to modern),and so on, which will impact our gerontology education onto the lifelong development road.