Contemplative pedagogy as a framework for education about ageism

Current education in gerontology focuses on sharing knowledge and promoting intergenerational contact in order to shift students' attitudes about aging and elders. Existing interventions, however, may be less effective in modifying students' emotional reactions and implicit ageism. Contemplative pedagogy includes practices that help students notice cognitive and emotional patterns and that may serve to reduce bias. Suggestions are made for ways to incorporate contemplative pedagogy in the gerontology classroom.

Automated summary

Current gerontology education focuses on shifting students' attitudes towards aging and elders through sharing knowledge and promoting intergenerational contact. However, existing interventions may be less effective in modifying students' emotional reactions and implicit ageism. Contemplative pedagogy, which helps students notice cognitive and emotional patterns, is suggested as a way to reduce bias in gerontology education.