A work
in progress edited by Daniel
Schugurensky
Department of Adult Education, Community Development and Counselling Psychology,
The Ontario Institute for Studies in
Education of the University of Toronto (OISE/UT)
In
Canada we see a wide range of ages, educational abilities, socio-economic
levels, and other variables in adult education programs offered at the secondary
and post secondary levels (Selman et al. 1998). Certain programs, however,
intentionally target a specific group for the purpose of bringing a
"particular homogeneity to the learning group" (Selman et. al. 1998:
181).
Elderhostel is one such program. The philosophical basis for this movement is
grounded in the Aristotelian view of the liberal arts. Aristotle believed that
there should be a high degree of interplay between subject matter and the
learner. Furthermore, Aristotle believed that these arts should be not only
liberal but liberating as they are vital components to a meaningful existence
and encourage the usage of "higher faculties" (Knowlton 1977: 92). A
more recent precedent of Elderhostel was the Institute
for Retired Professionals (IRL), founded in 1962 in New York.
Today,
Elderhostel is one of several programs catering to older adult learners. Most of these programs are similar in their operation as they are usually
free, government subsidized, or tuition-reduced. Examples include the Institute
for Lifelong Learning at Duke University and the "My Turn" program at
Brooklyn College (Fischer 1990).
In broad terms, Elderhostel is an international educational movement which
reflects a commitment to lifelong learning and combines education with travel.
Specifically, Elderhostel is a network of community colleges, Y.M./Y.W.C.A., and
universities engaged in "providing short-term, on-campus, college level
courses to the elderly at very low cost" (Knowlton 1977). Elderhostel tends
to draw people with higher incomes, educational levels, and community
participation rates despite claims that hostlers come from all types of
backgrounds (Selman et. al. 1998; The Elderhostel Experience).
The original idea for this movement was borne out of a "surge of idealism
and concern" in 1974 by the American social activist and educator Marty
Knowlton along with David Bianco from the University of New Hampshire (Knowlton
1977). They were concerned that elderly, particularly retired Americans would
view themselves as less valuable members of society upon leaving the work force.
This common phenomenon (withdrawal syndrome), leads elderly people to view
themselves as less-worthy which may result in decreased self-esteem.
Knowlton and Bianco felt that these adults would continue their informal
learning if novel opportunities to do so arose. By providing mentally and
physically stimulating classes in friendly non-threatening environments they
significantly heightened self-awareness and self worth which persisted long
after the program was over. In the words of one woman, "Elderhostel is the
only positive thing that has happened to me as a result of being old."
(Knowlton 1977:88).
There are several reasons for the programs overwhelming and unexpected success.
According to statistics compiled by the program organizers in the early years
the principle reasons for attending Elderhostel were:
1. Change in lifestyle: Elderhostel provided the opportunity to go somewhere
new, to do something different, and to follow the romantic notion of the
"American Dream." Adults reported that they thought the program could
rekindle old interests and allow new ones to be explored. In general, people
came to Elderhostel for a variety of reasons, not all of them andragogical! Some
came because they were "bored to death" or that Elderhostel seemed
like a cheap holiday. Others came on the premise that the program would offer
them an affordable and meaningful educational experience.
2. Cost: The very low cost of the program was universally appealing. For $60
U.S./wk in 1976, hostlers received food, tuition, and lodging.
3. Time: Course lengths were realistic within the scope of these adults
schedules. Many said they found it easier for them to spend a week in the
program than one night/week spread out over several weeks.
4. Courses: The courses offered, mainly liberal arts, were unique in that none
were specifically designed for the elderly. Additionally, there were no tests or
homework assigned.
The reasons for enrollment have changed relatively little over the years (The
Elderhostel Experience). People still participate in the program for many of the
above reasons but now have opportunities to enroll in science courses and to
participate from countries outside the United States.
Knowlton and Bianco also realized that elderly learners, particularly in North
America would be well suited for the Elderhostel experience. They cited the fact
that the elderly had time, enjoyed high health standards and life spans,
possessed high levels of mobility, and were as capable of learning as any other
demographic group.
The historical record of Elderhostel also attests to its success. The inaugural
run of the program was in 1975 and operated out of five New Hampshire
universities and served 220 hostlers. By 1976 the program had spread to 6 New
England states, 21 universities, served 1280 participants and was already
turning away hundreds of applicants. In 1977 Elderhostel was incorporated in the
U.S. as a non-profit organization and by 1980 the program was operational in
Canada. In 1986 Elderhostel Canada was incorporated as a non-profit charity with
its national office located in Toronto, Ontario. The number of Canadian
Elderhostel participants in 1996 was 20 000 with worldwide participation at
315,000 people across 90 countries (Selman et. al. 1998).
Elderhostel programs now follow a fairly standard format where a host
organization offers a 1-3 week course running from Sunday afternoon to the
following Saturday with courses running Monday to Friday. Hostlers arrange their
own travel expenses and typically live on site and pay $425 Cdn./wk which
includes tuition, food, and lodging. Elderhostel has several stipulations: 1.
That the courses offered by the host organizations be of the same quality and
intellectual level as any other average level course, 2. that no course
specifically designed for the elderly may be offered. The intention of
Elderhostel is not to teach the elderly how to be old, which is the inevitable
psychological result of courses designed specifically for them and 3. that
participants be retired or about to retire.
Although Elderhostel currently promotes itself as something of a tourist
experience, the underlying conviction that diverse educational opportunities in
a range of geographic settings for the purposes of fostering a passion for
learning remains unchanged. The Elderhostel slogan "Begin your adventure
today" indicates that at least with respect to education, being old is
indeed not the end.
Sources:
1. Fischer, R.B. 1990. Students
of the Third Age. In: Expanding Access to Knowledge: Continuing Higher
Education. R.W. Rohfeld Editor. National University Continuing Education
Association 1915-1990. Washington, D.C.
2. Knowlton, M.P. 1977. Liberal Arts: The Elderhostel Plan for Survival.
Educational Gerontology (2): 87-93.
3. Selman, G. et. al. 1998. The Foundations of Adult Education in Canada Second
Edition. Thompson Educational Publishing, Inc. Toronto.
4. The Elderhostel Experience. http://www.elderhostel.org/EHEXPER/
Prepared by: Norman A. Vanek (OISE/UT)
April 2001
Citation: Vanek, Norman A. (2001). 1975: Elderhostel launches first program. In Daniel Schugurensky (Ed.), History of Education: Selected Moments of the 20th Century [online]. Available: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1975elderhostel.html (date accessed).
For another interesting vignette on the history of Elderhostel please see:
Salisbury, Katherine (2001). 1975: Elderhostel launches its first programmes. In Daniel Schugurensky (Ed.), History of Education: Selected Moments of the 20th Century [online]. Available: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1975elderhostel2.html .
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