Toward a Sustainable Musical Lifecourse Framework in Later-Life Music Education

Abstract

This article proposes the Sustainable Musical Lifecourse framework as a theoretical orientation for addressing the challenges that lifelong music education faces in rapidly aging societies. Situated within the broader interconnections of lifelong learning and music education, the article builds on policy reflections from two distinct national contexts: Finland and China. By reframing the concept of later-life and examining current music learning opportunities for older adults, the study reveals that existing policy structures are often shaped by economic demands and the discourse of successful aging. These structures overlook the deeper pedagogical and existential possibilities of later-life music education. To address these limitations, the Sustainable Musical Lifecourse framework integrates four interrelated conceptual dimensions – lifecourse theory, transformative learning, sustainable aging, and gerotranscendence – to expand and envision personal transformation and social sustainability through music education in later life. This article contributes to developing practical approaches to lifelong music education by advancing a forward-looking perspective for envisioning alternative futures and more sustainable ways of living and learning through music in later life.