When we talk about learning later in life, there is an interest for the topic of history in different way, but what is it that makes history such a popular area? To find out the answer to this question, a survey was conducted among the participants at a Senior University, and in this paper, the results are accounted for. Based on the premise that history has a relevance for learning later in life, the purpose of the study is to provide answers in which ways history is relevant for the individual's learning and the difference between history as a formal subject in school and informal learning that takes place later in life.

On a general level, history deals with all human activities in the past that we know of in the present. It affects our view of the present and our perspectives on the future. Knowledge of history therefore gives us tools to change our own existence. History is based on events we know from the past and on the exploration of these events. It is an exploration that takes place throughout life, both formally and informally as part of our lifelong learning. It includes, firstly, the family history that is more or less present throughout life. Secondly, it refers to history as a subject in school. Thirdly, it is the making of history that we encounter daily in the surrounding society. Fourthly, there is an existential dimension linked to knowledge of history, as it contributes to identity processes and understanding of contexts in life.

The results from the study presented in the paper shows that members at a Senior University remember their history lessons from school as something negative. This is discussed using the terminology first-order concept and second-order concept. The application of the first order concept means that the participants in the study were only allowed to learn names, years and places in school. There was a lack of application of the second-order concept, that includes an understanding of cause and effect. They learned about this later on in life through informal and non-formal learning. History awareness is developed throughout life in relation to situations where the concrete everyday benefit of history is present. Based on how the respondents discussed about the function of history after the age of 65, it is more in line with the second-order concept. Furthermore, we discuss three different ways that history emerge in the study: History as subject, life story and cultural activity.