Research Executive Summary
Data for this study were collected in the spring of 2004 from the
Osher Lifelong Learning Institute at the University of Southern
Maine. Forty-five experienced members of OLLI were interviewed by way
of six focus groups. The sample consisted of “rank and file”
students (e.g., not being on the board of directors, program faculty,
or having another leadership role in the organization) who had taken courses
for six consecutive semesters. The purpose of the research was to learn
what benefits are derived from long-term participation at OLLI. In other
words, what turns members on?
The first theme that emerged from the data was that OLLI provided intellectual
stimulation. People talked about the joy they experience when they
learn new things. In many courses older learners were asked to “stretch”
their intellects in ways that proved to be both challenging and deeply
satisfying. One man described his overall experience as “an aphrodisiac
of the mind.”
A second theme that emerged in the focus groups was the experience of
a supportive community. Members described how the openness, honesty,
and sense of trust which are regular aspects of the OLLI experience serves
as a foundation for many of the other benefits that derive from participation.
An especially salient dimension of this community was the mutuality of
learning that occurs between teachers and students.
Thirdly, members developed greater self-esteem. Learners felt
that they had become more knowledgeable and interesting. This finding
was especially compelling for women. A number of older women shared stories
about how, earlier in their lives, they had been intimidated or ignored
in school. They have discovered a voice at OLLI. Participation in the
lifelong learning institute has also changed peoples’ views about
aging itself. One participant expressed her feelings this way: “I
feel validated for who I am.”
The fourth and final overall finding related to spiritual renewal.
Due to both the curriculum at OLLI (which focuses, in part, on religious
and spiritual themes) and the overall experience of community, members
described how they were “filling a need” as searchers or pilgrims.
Learners talked about having been introduced to new religious ideas and
doctrines in a non-threatening manner that did not attempt to evangelize.
They grew beyond their own formal religious education and expanded their
tolerance for other belief systems. The quality of discourse on spiritual
ideas “was a very rare thing” and took place on a regular
basis “because you trust people.”
This research was conducted by Rick Lamb and Mike Brady, Osher Lifelong
Learning Institute, University of Southern Maine. To receive a copy of
the complete manuscript describing this study, please email Mike at mbrady@usm.maine.edu
You will receive an e-mail attachment.
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