Intergenerational Learning and Social Capital

Intergenerational Learning and Social Capital

The elder cannot be an elder if there is no community to make him an elder. The young child cannot feel secure if there is no elder, whose silent presence gives him or her hope in life. The adult cannot be who he or she is unless there is a strong sense of the other people around. (M. P. Somé, Ritual Power, Healing, and Community. Portland, OR: Swan/Raven & Co., 1993, p. 2)

Knowledge has been transmitted from one generation to another throughout history, often informally or incidentally. In the last 40 years, more systematic and formal intergenerational programs have arisen, with growing recognition of their integral relationship to lifelong learning and broader social purposes (Hanks and Icenogle 2001). Ideally, the generations derive mutual benefits from participation and the learning is reciprocal. Features of effective intergenerational learning have commonalities with the characteristics of social capital. This Digest examines the relationship between intergenerational learning and social capital and describes research findings and promising programs illustrating how intergenerational programs contribute to learning and the development of social capital.

How Intergenerational Learning Builds Social Capital

The concept of social capital refers to the resources of networks, norms or shared values, and trust to which individuals have access as community members; it is both an individual and a community asset (Balatti and Falk 2002). Individuals who can draw on these tangible and intangible resources and relationships will have enhanced life opportunities, and communities in which trust, reciprocity and social networks are strong will benefit from collective action a...

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