| Summary: | Prevention of falls among the elderly, supported by home improvement strategies and changes in habits, raises the issue of learning. The concept of home-identity links the learning strategies of the elderly inhabitant with his or her temporality and place of life. We shed light on this notion of temporality in neuroscience to show how, in the present, the person maintains the cycle of his or her routines, learns to inhibit and modify them through executive functions. This cyclical temporality is crossed by a linear temporality, taking its source in the past (souvenirs anchored in housing) and producing future intentions carrying the motivation necessary for learning. The living environment is not neutral because housing carries meanings (souvenir furniture, experiential knowledge, knowledge of places, etc.) that enable the person to make decisions. The article will provide a neuroscientific insight into these learning mechanisms, which are necessary for educational perspectives in the context of older people.
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