In the upcoming fall semester, Marion Gommerman, aged 82, will be attending classes in Toronto, mingling with university students who could easily be her grandchildren. Her academic journey commenced a year ago when she took part in a class with fellow residents at her assisted-living facility in Toronto. The camaraderie she developed and her thirst for knowledge prompted her to consider returning to studies she had started many years ago. Witnessing her grandson graduate at a convocation event further fueled her ambition, envisioning herself in his place but possibly relying on a walker or cane.
Now officially enrolled as a University of Toronto student, Gommerman’s first course delves into exploring health and the aging demographics of Canada. She expressed that seizing this opportunity was crucial as she didn’t want it to go to waste. For her, it’s not merely about obtaining a degree but about proving to herself that she can achieve this and challenge her capabilities.
While it’s not common for Canadians to engage deeply with individuals from different age groups, those who study together across generations find it invigorating and enlightening, benefiting all parties involved. Raza Mirza, an assistant professor at the University of Toronto, has been teaching the health and aging course that Gommerman is currently taking for around ten years. Over time, he introduced in-class visits for seniors, which everyone enjoyed. Although the seniors were not enrolled in the course initially, they often stayed to listen to lectures on topics like dementia risk factors, social isolation, and retirement planning.
Mirza’s initiative to conduct classes in a local seniors’ home led to even more positive interactions. This fall marks the third edition of his immersive, intergenerational classroom, a model that is gaining popularity in other Canadian educational institutions as well. Mirza believes that this initiative helps participants of all ages establish new connections and friendships post the “social recession” induced by the pandemic. It facilitates the discovery of common ground while engaging with diverse perspectives.
Mirza is against pitting different age groups against each other as he believes it fuels ageism and generates unnecessary tension. By bringing people together for discussions, he aims to foster generational solidarity and move past stereotypes that often dominate public discourse.
Carolina Galhardo, a fourth-year student studying biology, immunology, and physiology, already engages extensively in volunteer work with seniors outside of her academic commitments. She eagerly anticipates the structured learning experience in Mirza’s class, valuing the direct exposure to older adults and their experiences. She emphasizes the relevance of understanding aging processes as everyone will eventually age and become older adults within the community.
Returning to school holds special significance for octogenarian Gommerman as she joins her grandson, Sam Griffin, who recently commenced studying jazz performance at the University of Toronto. Griffin reminisces about a pivotal moment in the past when his grandfather introduced him to jazz music, redirecting his musical preferences. He envisions his grandmother inspiring younger classmates with her unique perspectives, leading to a deeper understanding of course material and a more enriching learning experience.
Ultimately, the intergenerational learning experience aims to bridge gaps and promote mutual understanding, emphasizing the value of lifelong learning and the diverse insights that individuals from different age groups can bring to the table.
