New approaches to the education of older adults can be identified through a review of the literature on the following topics: developmental perspectives (including generativity and integrity) and adult development, life span habits (as determined by longitudinal research), gender roles, reminiscence, cognitive, and need-based learning. One of the conclusions to emerge from this literature is that, although the needs of the coming cohorts of older adults will in some ways replicate those of today's older learners, different and more complex uses of the educational experience may be expected. In view of their increased life expectancy, mandates to learn new technologies, continuation of employment, and health care challenges, baby boomers will require extended educational opportunities as they reach age 65. Because older adults are not only living longer but also having fewer children, they must expect to manage their own old age. Practitioners must prepare for these shifts by designing programs for older adults that stimulate, challenge, and allow for development of affective and cognitive growth. Practitioners must also bear in mind that older adults tolerate ambiguity and tend toward age-integrated learning experiences and that intergenerational programs benefit each generation involved in them. (Contains 106 references) (MN)