We engage this fourth role of generativity when we establish, support, or help to expand networks in our community. We move beyond our own family and the organizations in which we have worked. We also move beyond the past. We take on such roles as teacher or trainer in working with the leaders or managers of nonprofit organizations or community action forums—and we take on the role of coach and are often working toward the Greater Good. In many cases, as we noted in The Sages Among Us, the role of community-based generativity is not necessarily to start something new, but rather to support and build on that which others have begun—and it is contagious (Quehl and Bergquist, 2012, p. 90):
. . . as part of their generativity, many senior sages report that their “job” in working as a volunteer is to build on the accomplishments of their predecessors. Rather than starting something new, which might bring personal recognition and ego gratification, these dedicated seniors value continuity and honoring past contributions. Their passion is contagious, as is their appreciation for work already done. This enables them to generate new energy as well as re-kindled old passions. They re-interpret the existing vision of their organization so community members can see the often -unacknowledged value inherent in work already done and will continue to be done by the organization. One of our sage leaders described this way of being generative as “leading quietly.”
These community-based services are not just about quiet leadership. They are also about Generativity Four serving as a new source of motivation. As one of our sage leaders noted, “We don’t retire, we just quit working for money.” George Vaillant (2012, p. 166) offered a similar observation regarding the Harvard grads he was studying: “community-building is a career of its own—one of the really great ones.”
Insofar as men and women are serving in generative roles when working with other people, with an organization, or with their community during senior years, they are likely to be more inclined than ever before to exert authority in a collaborative and nurturing manner. They become more coach-like in serving as a community leader (Bergquist and Mura, 2019), They are willing to take less credit and be less visible as they teach and mentor. Typically, they have already acquired whatever power and recognition they are likely to get in their lives. They have had their “day in the sun.” These men and women now gain more gratification from watching their “children” (events, projects, nonprofit community organizations) succeed than from succeeding themselves. They have shifted from a primary focus on their own Success in the world to a new focus on Significance on behalf of the world (Jones, 2020). They care deeply.
Pippin: The Nature of Deep Caring
I turn to a second musical: Pippin (you might have discerned by this point that I love musicals). Written by Stephen Schwartz (of “Wicked” fame), Pippin is about the nature of deep caring. It involves the search for life meaning and the beginning of all four generativity roles. The protagonist, Pippin, searches for meaning in life as the son of Charlemagne. He first looks for meaning through warfare, then through lust. This didn’t work, so he undertook revolution against his father, then engaged in governance (replacing his father). Following these ventures came the exploration of religious practices and other pursuits. Finally, Pippin began to lead an ordinary life. He runs away from each venture. Initially this included running away from an ordinary life being led with a widowed woman and her son. Finally, he comes to realize that life with this woman and her son is really what he wants. This is where true meaning can be attained even if in a rather mundane, day-to-day, and non-dramatic manner. Pippin is discovering generativity.
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