Gerontology education in transition: considering disciplinary and paradigmatic evolution

Abstract

The disciplinary status of gerontology has long been the subject of much debate, but recent changes in higher education suggest the early development of a more integrated, interdisciplinary approach to gerontological education and research. We assert that gerontology is currently a multidisciplinary field of inquiry, but at selected schools it is moving toward an interdisciplinary field and may ultimately evolve into a new discipline. The risks and benefits attendant with this disciplinary evolution are reviewed in light of the historical development of other disciplines. Factors that may accelerate the development of interdisciplinary gerontology education include paradigm development in gerontology and the success of gerontology PhD programs, especially the placement of their graduates.