Learning among generations-from intergenerational to intergenerative

In this case study of intergenerational public schools in eveland, Ohio, and beyond, we build on a theme found woven throughout this issue of Generations-the importance of relationships among generations. Many authors focus on pairs of generations, such as Baby Boomers and Gen X or Gen X and Y (or, Millennials). At the intergenerational schools, we are interested in spaces that take full advantage of age and generational diversity in the context of learning, i.e., age integration. The resilience, adaptability, and citizenship skills that come from education are becoming increasingly essential for all generations in today's complex and challenging world.The modern world of work and life requires so-called twenty-first-century learning skills, including collaborative team practices, respect for diverse ideas, risk-taking and innovation, systems thinking, and ethical reflection and action. Knowledge about environmental contexts and digital technologies is key. Ultimately, our species should be on a quest for collective wisdom, and also realize the importance of play in this process.This article uses the example of the globalization of a successful educational model, the intergenerational schools in Cleveland, to illustrate the importance of intergenerational learning for the future (Kaplan et al., 2016; Kaplan and Sanchez, 2014).The Intergenerational SchoolsThe first Intergenerational School was founded in 2000 in Cleveland as a public charter elementary school (Whitehouse et al., 2000; www.tisonline.org). Its mission was and is to create a community of learners that celebrate lifelong learning and spirited citizenship. At its core was a developmentally grounded curriculum for children that emphasized the importance of experience and relationshipbased learning.Children are placed in classrooms of approximately seventeen students, based on their learning stage, and advance to the next level by demonstrating skills mastery. Each classroom may have students of different ages. The curriculum covers state standards, but inspires students to be independent learners. Students take mandated state tests, but the emphasis is on more individualized and authentic goals for learning. We know the method works- through excellent test results, great attendance records, matriculation into highperforming high schools, and national prizes (including the American Society on Aging's MindAlert Award and the Eisner Prize) and international attention.Adults and elder volunteers come to the school for a few hours per week to contribute to the children's learning, often by sharing stories-an especially stimulating experience for both young and old. Reading mentoring was and still is The Intergenerational Schools' signature program, but math, computers, various club activities, and field trips foster diverse learning opportunities. Elders with cognitive impairment participate in all of these activities, as they are able. Special emphasis is placed on learning about the natural environment and citizen action (George, Whitehouse, and Harris, 2012).After an initial success, we developed two more schools in Cleveland that continue the pattern of excellence. Each of the classes in all three schools spends regular time meeting with and building relationships with elders who live in longterm-care facilities. Moreover, research demonstrates the value of volunteering in the school for people with dementia who live in nursing homes (George, Whitehouse, and Whitehouse, 2011). Quantitative and qualitative reseach using a randomized control trial demonstrated improvement in quality of life for those who came to the school compared to a group that participated in a peer group activity at the residential facility.On the fifteenth anniversary of our first school, we launched Intergenerational Schools International to share our experiences, but also to learn from other models. We are working in Japan, India, Spain, Canada, and the United Kingdom. …