In her book, The Third Chapter: Passion, Risk, and Adventure in the 25 Years After 50, Lawrence-Lightfoot explores the "ways in which men and women between the ages of fifty and seventy-five find ways of changing, adapting, exploring, mastering, and channeling their energies, skills, and passions into new domains of learning." She "challenges the still-prevailing and anachronistic images of aging by documenting and revealing the ways in which the years between fifty and seventy-five may, in fact, be the most transformative and generative time in our lives; it traces the ways in which wisdom, experience, and new learning inspire individual growth and cultural transformation."
The author interviewed forty women and men across the U.S. and found common themes, among them the urge for "leaving a legacy", for "giving back" and "giving forward", and for "making an imprint." In the life legacy workshops I've conducted, these themes have emerged as well -- from women in their 70's who are creating art after a life of work as teachers and homemakers, from a retired man in his 60's writing a screenplay about being the only white member of a black baseball team in his youth, and from others who are devoting their lives to work for volunteer organizations after years in the corporate world.
For many, The Third Chapter requires a "paradigm shift" in their lives, often "to align our professed values with our actions, our rhetoric with our behaviors." Lawrence-Lightfoot notes that such a shift can be "confusing, risky, and passionate -- are likely to be more difficult and demanding than the learning we have experienced at earlier stages of our lives, making the journey forward feel more hazardous. The stories we compose are our only map."
If you've already passed the age of 50, I think you'll find the stories of people interviewed for the book both interesting and inspirational, especially if you're seeking a more creative, purposeful life. And Sara Lawrence-Lightfoot's conclusions about successful aging and lifelong learning, the innovations required in our schools, and the need for intergenerational dialogues to challenge society and cultural presumptions, offer a compelling vision to bring change to our institutions and our lives.