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Epistemology, Expectation, and Aging

A Developmental Analysis of the Gerontological Curriculum
  • Robert Kegan
Part of the The Springer Series in Adult Development and Aging book series (SSAD)

Abstract

While working on this chapter, I have also been shopping around for a Mazda Miata. I am about to be 50, and this handsomely designed but relatively inexpensive sports car, I had been thinking, might be just the special thing I would like to get myself for a present. Never having heard me express interest in owning such a car, my bemused wife sympathized with what she believed was my terror of growing old. She saw the gift I imagined for myself as a touching (or pathetic) effort to acquire externally the internal zip, flash, or grace I must feel was vanishing at 50. Psychologist though I might be, her depressing interpretation never occurred to me before she mentioned it. “Sometimes a cigar is just a cigar,” I told her Freud once said. “But this isn’t sometimes,” she said. “You’ve never been about-to-be-50. And a sleek, fancy-looking cigar is not just a cigar.”

Keywords

Ofmental Complexity Hide Curriculum Meaning Making Mental Demand Empty Nest 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1998

Authors and Affiliations

  • Robert Kegan
    • 1
    • 2
  1. 1.Graduate School of EducationHarvard UniversityCambridgeUSA
  2. 2.Massachusetts School of Professional PsychologyBostonUSA

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