This qualitative study explores the educational significance of cultural arts education by examining participatory modes among older adult learners. The study addresses three questions: the essential intention of cultural arts education, current participatory modes in older adult education, and the alignment between the two. Field observations revealed six participatory modes: alienation, conditional, leisure, relational, empathetic, and self-existence-based participation. The first three, often observed, reflect passive or utilitarian engagement, while the latter three, though less common, reflect deeper educational meaning and were linked to educators’ strong pedagogical philosophies. Despite these promising modes, institutional barriers —such as selective inclusion, hierarchical class structures, and rigid programme designs—limit sustainable, meaningful participation. The study argues for a shift from programme-based to activity-based orientations, valuing diversity and autonomy. Ultimately, it calls for recognizing older adults as co-participants in learning, not passive beneficiaries, highlighting the broader educational value of coexistence.
Hong NAMGOONG (Mon,) studied this question.
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