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Contemplative pedagogy as a framework for education about ageism

ABSTRACT Current education in gerontology focuses on sharing knowledge and promoting intergenerational contact in order to shift students’ attitudes about aging and elders. Existing interventions, however, may be less effective in modifying students’ emotional reactions and implicit ageism. Contemplative pedagogy includes practices that help students notice cognitive and emotional patterns and that may serve to reduce bias. Suggestions are made for ways to incorporate contemplative pedagogy in the gerontology classroom.