| The writer's purpose is to justify historically and philosophically the acceptance of older people, in particular those over 65, as the rightful responsibility of formal, mainstream, credential-giving educational institutions in the United States at all educational levels. It is argued that schooling should no longer be viewed as solely or primarily preparation of youth but should be viewed as a component of lifelong education.;It is also maintained that the democratic philosophy of the United States supports age-inclusive formal education. Arguments used to bring other groups within formal schooling in the past were based on the concepts of preparation, equal opportunity, human dignity, and justice. It is maintained that the same arguments can be used to justify the inclusion of older people within mainstream education.;The writer reviews progress made toward age-inclusive formal education, especially in higher education for fairly well-off, well-educated older people, and points out serious lacks and needs, especially at elementary and secondary levels and with regard to economically poor, poorly educated older people.;The writer also describes what a future system of age-inclusive, age-integrated formal education might be like.;Historically, it is argued, American schools have become progressively inclusive. At first mainly for well-to-do males, schools have opened their doors to the poor, females, blacks and other racial and ethnic groups, and the handicapped. It is argued that older people, a group that did not exist in great numbers until recently, are the only major group not accepted as a major responsibility of mainstream formal education, especially at elementary and secondary levels. |
