Gerontological education in context of lifelong education paradigm

This article deals with the problem moreover, we have in the context of lifelong learning paradigm and of the humanization of educational space in Russia. A brief analysis of the age periodization of the elderly. By identifying interacting factors: psychological, social, and chronobiological highlight some of the identifying features of groups of elderly, leading to its categorical sequence from 55 to 72 years. This understanding of autonomy and specificity of the separate social groups of older people. Presents the author's reflections on the possibility of active involvement of this age group of people in the learning process, as well as the orientation of the process to the challenges of today. In particular, highlighted the existence of serious intellectual and working potential of the elderly. Therefore, they are able not only to direct experience of youth, but also to promote economic and social progress in General. The lack of developed, science-based system of education conforming to the urgent needs of an aging Russian society and the needs of older persons themselves, as well as the need to synthesize research in the field moreover, we have and the practice of its implementation.