Gerontological education is an interdisciplinary process that involves inte
grating biological, psychological, and sociological issues of aging. In thi
s context, the PhD program in Gerontology at the University of Kentucky has
used the following two phenomena as integrating tools in its first year in
troductory courses: (1) homeostasis, defined as the maintenance of stabilit
y, and (2) complexity, a multi-faceted model of system evolution. This pape
r describes the development of these concepts, gives examples of their use,
and summarizes student evaluations concerning the helpfulness of homeostas
is and complexity in understanding biomedical and psychosocial issues of ge
rontology. Formal student evaluation consisted of an objective questionnair
e administered at the end of the first year and a subjective written evalua
tion obtained upon completion of qualifying examinations at the end of the
third year On a scale of 1-10, results of the questionnaire at the end of t
he first year showed homeostasis to be significantly more helpful in unders
tanding biomedical than psychosocial issues in gerontology (average rating
8.4 versus 5.2, p < 0.05).
We attributed the difference to a more implicit than explicit use of homeos
tasis in the social sciences. Complexity was moderately helpful in understa
nding both biomedical (7.0) and psychosocial (7.3) issues, but more helpful
in understanding their interactions (7.9), albeit differences between thes
e means were not signigicant. The subjective evaluation by third-year stude
nts indicated that homeostasis and complexity were helpful in their geronto
logical education, and complexity, in particular, played a role in developi
ng their research projects. In summary, results of this study indicate that
homeostasis and complexity can be useful integrating tools in gerontolical
education with the stipulation that care must be taken with homeostasis to
point out its applicability to psychosoical issues of aging.