"Commit yourself to lifelong learning. The most valuable asset you will ever have is your mind and what you put into it." - Albert Einstein
Introduction | Neurogenesis & Neuroplasticity | Dementia | Self-esteem | Life Quality | Relationships | Purpose in Life | Final Thoughts | References | Disclaimer
Introduction
Lifelong learning is an ongoing process that helps and encourages people to get all the knowledge, values, skills, and understanding they will need throughout their lives. It is self-initiated and self-paced and corresponds with individual interests, skills, and values. Lifelong learning stimulates neurogenesis and neuroplasticity in our brains, regardless of age. These processes have been linked with improved cognitive performance and a reduced risk of dementia. In addition, late-life education boosts self-esteem, quality of life, and overall satisfaction, promotes social relationships, and helps determine life's purpose.
Learning enhances neurogenesis and neuroplasticity
Our brains evolve during our lives. From infancy until old age, they are capable of learning and integrating new experiences. Neuroplasticity and neurogenesis are two processes that help us increase our knowledge and abilities.
A review, carried out by Gould et al.[1], looked at the factors that affect hippocampal neurogenesis in adulthood and its relationship to learning and memory. They discovered that activities that depend on the hippocampus, such as eye-blink conditioning, learning how to navigate spaces, and conditioning food preferences, change the development of neurons in the DG [dentate gyrus of the hippocampus] in adults.
Another review, conducted by Hayakawa and Marian[2], investigated the impact of multilingualism on brain structure and plasticity. Many parts of the brain change when a person learns more than one language. For example, the volume of gray and white matter in Heschel's gyrus [HG], the superior temporal gyrus [STG], the middle frontal gyrus [MFG], and the putamen grow when a person learns more than one language.
Continuous education reduces the risk of dementia
Age-related cognitive decline, including dementia, is a common health condition that touches people as they grow older. It is characterized by problems with how the brain works, like forgetfulness and trouble reasoning or thinking. Continuous education and late-life learning were found to slow down the development of dementia.
A study designed by Thow et al.[3] looked at the impact of late-life education on cognitive functions in the elderly. This long-term study compared the outcomes of 359 older adults who had gone to university classes for at least a year [the "intervention group"] with those of 100 older adults [the "control group"] who had not gone to any classes at this point in their lives. The data showed that the people in the intervention group were better at processing language than the people in the control group. This led to the conclusion that education in later life may be a good way to protect against the cognitive decline that comes with age.
Another study, conducted by Peeters, Kenny, and Lawlor[4], investigated the effects of late-life education on cognition in older adults. The researchers found 5306 people of the right age who were interested in LLE and had different levels of education. Peeters and colleagues noticed that older adults with no or only a primary education did worse on the MoCA test before their LLE experience but did better afterward. This led to the conclusion that LLE can lower the risk of dementia and cognitive decline.
Lifelong learning improves self-esteem
Lifelong learning has been linked to a higher sense of self-worth, especially among older people who keep learning new skills.
An article written by Sandra Cusack[5] described the effects of a senior lifelong learning program for the elderly. The goal of this program was to give older people chances to learn new skills and give them the power to do so. The author reported that the elderly participants who were involved in the program experienced increased levels of self-esteem, felt heard, and more eagerly expressed their ideas.
Another article written by Lamb and Brady[6] examined the advantages of a peer-governed elder learning program. The researchers looked at the information they got from the 45 people who took part in the program. They found that the benefits included higher self-esteem, a sense of spiritual renewal, and intellectual engagement.
Continuous learning impacts overall life quality and satisfaction
Late-life education has been shown to improve overall life quality. In studies, older people who went to senior college classes were happier with their lives than those who stopped going to school.
A study designed by Díaz-López et al.[7] investigated the effects of late-life education [LLE] on life quality in the elderly population. The scientists recruited 112 participants [the intervention group] who attended ICT classes for 4 months and compared their results with those of 72 elderly subjects from the control group. The results of the study showed that the intervention group had higher mean scores on life satisfaction, life quality, subjective health, and the leisure and activity factor.
Pilar Escuder-Mollon[8] wrote another paper that discussed the impact of late-life education [LLE] on the subjective life quality of older adults. Escuder-Mallon said that LLE affects the quality of life, which is based on things like physical and mental health, personal relationships, outlook on daily life, and intellectual energy.
Adult learning promotes social relationships
The benefits of lifelong learning extend beyond its physical and mental components. Adults who go to school and learn new skills and knowledge have more social interactions, make new friends, and build social networks.
A study designed by Hammond and Feinstein[9] looked at the self-efficacy and other benefits of adult learning among women with poor school attainment. The study's authors said that the women whose self-efficacy improved after they went back to school also reported having more social relationships.
Janis McIntyre[10] investigated the effects of community-based adult learning [CBAL] participation on social capital. The author interviewed CABAL participants, who reported that they were able to re-establish and form new social connections as a result of their educational engagement.
Adult learning and life's purpose
Continuous learning throughout the life span helps develop our skills, knowledge, and social circles. It also allows us to find out more about ourselves, our interests, and what drives us in life. Defining one's life purpose is one of the greatest benefits of lifelong learning.
An exploratory study authored by Michael Kroth[11] examined the links between life's mission and adult education. The author noted that the learning environments to which adults are exposed create new ideas, expand horizons, and encourage experimentation.
All of these factors can contribute to and "support learning about oneself and one's purpose."
Another paper by Conley and Rauth[12] described the midlife learning experience and expectations. The study's authors found several things that help people in their midlife years keep learning and growing. They said that what they learn at this age can help them figure out or change their life's purpose and mission. Conely and Rauth pointed out that midlife learners strive to further develop their views, re-evaluate their expectations toward life, and reflect on their experiences.
Final Thoughts
Lifelong learning is a process that starts when we decide to follow our interests, come up with new ideas, learn more, and set life goals. Adult learning has many benefits. It stimulates our brain to create new neural connections [neurogenesis] that enable us to acquire new skills and knowledge. Also, the studies confirmed that getting an education later in life can lower the risk of dementia, improve self-esteem, life quality, and happiness, help people find or change their life's purpose, and make it easier to connect with other people.
References
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