Symposium 2015


When: November 19 – 20, 2015

Where: Faculty of Arts, Department of Educational Sciences, Masaryk University, Brno, Czech Republic

Format of symposium: Invited lectures + Workshops + Round table

There will be possibility to publish edited texts of conference lectures in the journal Studia paedagogica Volume 21, Issue 2, Year 2016, theme: Intergenerational learning (published in English).



Department of Educational Sciences, Faculty of Arts, Masaryk University

Partners and sponsors of the symposium:

ASEM Education and Research Hub for Lifelong Learning
The Asia-Europe Meeting Education and Research Hub for Lifelong Learning (ASEM LLL Hub) is an official network for university cooperation in Lifelong Learning Research between Asia and Europe. The ASEM LLL Hub’s operation is a part of the ASEM education process and it is a strong partner of the Asia Europe Foundation. The Hub brings together more than 100 researchers in its 5 research networks, senior representatives of 36 universities in its University Council and Senior Officials from 22 ministries of education and five international organisations.

Asia–Europe Foundation (ASEF)
ASEF is the only permanently established institution of Asia-Europe Meeting (ASEM) and is funded by voluntary contributions from its member governments and shares the financing of its projects with its civil society partners across Asia and Europe. The Asia-Europe Foundation (ASEF) promotes greater mutual understanding between Asia and Europe through intellectual, cultural and people-to-people exchanges.


Contact persons:

Petr Novotný (, Milada Rabušicová (

Symposium theme

Field of interest of this symposium is defined by three environments where intergenerational learning can occur:

  • Workplace
  • Community
  • Family

We offer participants the following thematic areas relevant to intergenerational learning:

Social consequences: How do demographic changes related to ageing populations influence intergenerational communication and learning? What space does society offer intergenerational learning within the framework of lifelong and lifewide learning? How are the processes of intergenerational learning influenced by the speed of (not only technological) changes? How do changes in family structures and alternative lifestyles shape the circumstances for intergenerational learning in the family?

Related concepts: Is intergenerational solidarity decreasing or, conversely, is intergenerational conflict increasing? How can this be prevented? Can intergenerational communication, support, understanding, and sharing play a role in this? What opportunities does the concept of active ageing offer seniors? Can the senior stage of life be considered the crown of life”? In other words, can it be understood as the freest part of life because the choice of activities is up to the seniors, no matter whether the activities are related to work, education, or volunteering?

Participants in intergenerational learning: Who teaches us? Who are taught by other generations? Are they parents, grandparents, or adult children? Are they experienced professionals or mentors? Are they inducing teachers?

Environment of intergenerational learning and learning situations: What intergenerational learning processes take place in the family? How do the experiences of older employees and innovations of younger employees influence learning at work? Under what conditions can we think of intergenerational learning in communities? Under what conditions can we think of intergenerational learning between teachers at schools?

Conditions, contents, and directions of intergenerational learning: Which conditions support intergenerational learning and which prevent it? What exactly is being transmitted in the processes of intergenerational learning? Is it knowledge, skill, values, or tradition? Is such learning social, cognitive, senso-motor, or affective? What role does intention in learning, relationships, and recipient acceptance have?

Benefits and risks of intergenerational learning: For whom is intergenerational learning beneficial and for whom is it risky? Is it accompanied by the risks or concerns of its participants?

Theoretical framework: Which theoretical concepts enable thinking about intergenerational learning? Are there various theories of learning and education of adults? For example, is it possible to use Jack Mezirow’s transformative learning theory, Peter Jarvis’s understanding of learning as an existential process based on specific experiences, or the three-dimensional model of learning developed by Knud Illeris? Alternatively, can any other theory be used for this purpose?

While weperceives the above areas in the light of pedagogical and andragogical perspectives, we realize that they are open to interdisciplinary inquiry and approaches. Consequently, we would like these areas to be understood as an inspiration for authors who would shape them with their own authorial interests and with lesser or higher degree of specificity.


All persons attending the symposium need to register via the online form. Registration will start on 1 October and end on 31 October.

This event is organized with the support of:

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