Pedagogical Accompaniment in Late Adulthood
Abstract
RESEARCH OBJECTIVE: The aim of the article is to clarify the pedagogical meaning of accompaniment in late adulthood and to indicate its significance for geragogical practice from a life-course perspective.
THE RESEARCH PROBLEM AND METHODS: The article addresses the problem of distinguishing pedagogical accompaniment from other helping relationships, such as care, support, rehabilitation, and activation. The article is theoretical and conceptual in nature. It employs a conceptual analysis of the category of accompaniment, an interpretation of its meanings in relation to the pedagogical relationship, and an analysis of selected pedagogical and geragogical approaches.
THE PROCESS OF ARGUMENTATION: The argument proceeds from an etymological and semantic examination of the concept of accompaniment, through showing its connection with the pedagogical relationship in the life course, to discussing the specificity of accompaniment in late adulthood. Particular attention is given to the paideutic dimension of pedagogy, which shifts the emphasis from one-sided guidance toward co-participation, discernment of the older person’s situation, and sustaining their involvement in matters concerning their own life.
RESEARCH RESULTS: Accompaniment is understood as a relationship that does not replace education, rehabilitation, care, support, or activation. It may complement them when it relates geragogical practice to lifelong (self-)formation, (self-)education, and the subjective participation of the older person in matters concerning their own life.
CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The pedagogical character of accompaniment arises from a relationship that supports the preservation of possible independence, participation, well-being, and subjective functioning of the older person in the face of changes in roles, bonds, health, functional ability, and everyday life. In geragogical practice, this implies the need for actions that are less directive, more relational and situational, and attentive to the individual position of the elderly.
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