Education for the aged is an educational activity to keep the elderly learning. It is an inseparable part of the whole education. Education for the aged is not to prepare for a career.

Nor is it vocational training, which is different from general education, vocational education and professional continuing education, but special education based on the physiological and psychological characteristics of the elderly. Its purpose is to make the elderly increase their knowledge, broaden their horizons, enrich their lives and strengthen their physique. The object of education for the aged is the aged at all levels.

The contents of education for the aged mainly include: nutrition and health care, music and dance, handicraft gardening, cultural knowledge, vocational training, adapting to retirement life, etc. The forms of education for the aged mainly include various lectures, study classes, schools, colleges and universities for the aged, which is a common and important form of education for the aged.

The situation in universities for the elderly is different. Some old people attend classes alone; Some hang out with young people. Some study the courses of regular colleges, take credits and get degrees; Some study specialized courses without credits and degrees. The duration of study also varies from weeks and months to one year or several years.

The essence of education

1, superstructure theory holds that education is the superstructure of society. Reason: Education is a kind of ideological culture, and its nature and changes are determined by and serve the socio-economic foundation. Education is restricted by productivity, but it must be mediated by economic base.

2. Productivity theory. It is believed that education is productive force, education can produce labor force, and it is labor force reproduction; The development scale, speed, teaching content, means and form of education are restricted by productivity; Education is determined by relations of production, but all relations of production and superstructure are ultimately determined by productive forces.

3. Dual attribute theory. Education has both the attributes of productivity and superstructure.

4. Compound phenomenon theory. It is believed that the essence of education is "multi-quality", with the nature of superstructure and productivity, and has the functions of serving class struggle, developing economy, spreading culture and promoting human development.