I Learn, Therefore I am: A Phenomenological Analysis of Meanings of Lifelong Learning for Vulnerable Older Adults

Background and Objectives: This study explores the lifelong learning experience of vulnerable older adults to find out (a) what is involved in their activities, (b) what meanings they take from their learning, and (c) how participation in a learning program helps to maintain their well-being and independent living despite their daily challenges. Research Design and Methods: This study employed a hermeneutic phenomenological approach. As part of a larger study, we conducted semi-structured interviews with older learners enrolled in general interest courses at a public continuing education program. In this study, we particularly focused on 10 vulnerable participants (8 women and 2 men, aged from 70 to 90), and analyzed their accounts following van Manen's (2014) guided existential inquiry method. After the inductive thematic analysis, we clustered the overarching themes into five existentials (lived-body, lived-relation, lived-space, lived-time, and lived-material) to explicate the meanings of their lived experience of learning. Results: The meanings of learning found in the five existential aspects included: (a) assurance for the dissonant body and mind; (b) a circle of camaraderie; (c) a balance between physical and mental spaces; (d) integration of past, present, and future; and (e) beyond knowledge and skills. Participants' continuous practice of learning works as a therapeutic self-help mechanism to counterbalance changes in their lifeworlds. Discussion and Implications: The findings contribute to the growing body of evidence of the wider benefits of lifelong learning and its crucial role in well-being and health among aging populations. Governments at all levels should take full advantage of these benefits.