Adolescence, rites of passage and future society (original) (raw)
Related papers
The experience and the time during the passage to the contemporary adolescence
Psicologia Usp, 2016
This article, written as an essay, is the result of a theoretical research that questioned the categories of experience and time in the psyches of adolescent. Through the articulation of the psychoanalysis of the adolescent with the theme of time and the concept of experience in Walter Benjamin's theory, we seek to problematize the adolescent passage in the time settings in the current social bonding. The article suggests that we should not rush into diagnosis, because the current symptomatology of adolescence might be an expression of youth suffering and a resistance mechanism when facing the culture's conditions. Such conditions can produce an expansion of the time for understanding, as a delay of the encounter with the moment of conclusion. So, in order to produce conditions for the subject towards a self-interpretation, besides the instant, the time and the moment, it could be possible an extra time called interval. That interval could be an effect of the expansion of the time for understanding.
The study of life courses remains subordinated to methods wedded to linearity, in which present, past and future are linked together in a sequential chain. Social structures, however, are increasingly maze-like, and life courses are written out in hypertextual networks, guided by metamorphosis, multiplicity and reversibility. The future has unchained itself from plans that sought to tie it down (defuturizing it), and the corresponding horizons of possibility have broadened. In order to deal with this changing situation, we will probably have to think in terms of a 'post-linearist sociology'. The maze-like structures in which 'life dilemmas' are lived out also suggest that we should discuss the hypothesis of 'defuturizing the future'. 'Biographical research' into Portuguese young people (n ϭ 14) suggests that the future is not defuturized as a result of being under control, given that, in reality, the principle of uncertainty rules. On the contrary, the defuturization of the future occurs through 'utopization' (imagined or open future) or 'atopization' (the banalization or absence of the future).
Adolescent Psychology , 2022
In times past, the main focus of the study of psychology has been seen to be on the unacceptable and negative behavioral characteristics of humans and for that matter, adolescents. However the increase in knowledge about psychological issues in young people and especially the quest to understand their behavior, cognition and learning abilities etc., have birthed an aspect of psychology called Adolescent psychology. This aspect of psychology is aimed at understanding teenagers, helping them to understand themselves and guiding them in their milestone transition from childhood to adulthood. Hence with the study of Adolescent psychology, adolescents can be understood better and helped to navigate through their new world of growth, development and learning.
Marked Lives, Dreamed lives 21 century Adolescents back to Dialogue 31 01 2019 en-2.pdf
What makes the co--construction of a new alliance between school--adolescents--family and territory topical, necessary, vital and imperative? The 21 st century started with one of the most significant and profound educational emergencies of all times. The following elements characterize this crisis: --the progressive loss of trust in the institutions and in the adult world; --the disruption of communities and the solitude of families; --the absence of new paradigms able to interpret and face changes under way, with the subsequent poor awareness of the impact on young generations and on the planet of the two revolutions under way: digital and biotechnological. The fourth revolution, as Luciano Floridi defines it (2018), which is transforming the world, does not find any critical space yet in educational curricula. A sort of "anthropological mutation" of digital adolescents is taking place which may appear as a surprise to the world of adults and in particular to all those who are in charge of education. A dialogue--based approach can represent an effective "counter--device" capable of fighting dementia and digital solitude , and of contributing to co--construct a new educational alliance based on responsibility, commitment and understanding. Dialogue is an inclusive practice where the entire educational community is involved, which is generously, carefully and profoundly listening to adolescents. Dialogue, as a bridge with and between generations, develops higher awareness and critical skills with respect to the continuous and sudden changes under way and provides the ability to imagine the future. In this article, the possibility to co--construct a new educational alliance between schoolstudents - families - territory is analysed. School managers and teachers, "coach facilitators" of this process, are in charge of generating dialogue, facilitating it and keeping it open. change that has occurred in Italy as the transition from the regulatory to the affective family. 4 The first was characterized by formal and distant relations, by precise role definitions and by a robust paternal authority aimed at passing on values, rules and principles, that required obedience, submission and conformism. This meant that children felt a strong desire for freedom, also characterized by a high level of conflict. All this has disappeared. The affective family, the modern one, is characterized by the central role of children and by an over-investment in them. Relations are characterized by a symmetry of roles and by complicity with a major reduction in intergenerational conflicts. The parent's objective is to supply love, support, safety, meeting all needs. Children, in this family, are hyper--protected, barely exposed to frustrations, and this makes them particularly fragile and vulnerable. It is absolutely necessary to avoid that children suffer damage, that they feel offended, that the image that has been patiently built of them is questioned. They are fragile children because they are exposed to the disappointment resulting from the gap between expectations of acknowledgement and the real treatment by teachers, peers, and parents. Fragile because they are pained by humiliation and by the risk of being too often ashamed of their body and of their, sometimes unsolvable, social invisibility. The world of school is stiff, rigid and this has caused a sharp divide between the school and adolescents. With its current model, the school is not able to "engage" adolescents. Why do adolescents not see the school as an opportunity for self--fulfilment rather than, often, as a boring obstacle in their life? They certainly no longer assign a historical or symbolic meaning to the school, nor an institutional meaning. Without these meanings, a teacher entering class no longer represents anything but himself in the eyes of the child, and everyday he must laboriously regain his authority. Also having an effect is the fact that parents, in the first place, when exercising their parental function, have emptied their role of symbolic meanings. If the family has left children to define the rules of the family, they will try to dictate the rules also at school. Without this symbolic meaning assigned to the school, an adolescent does not feel any guilt and is not afraid of any punishment by the school. Ethics has been superseded by appearance. During classes, an adolescent ignores what is happening, because he is working on the creation and maintenance of his image, adapting his body to it, with the only purpose of becoming popular at school, in his community; it is not the most skilled who will be rewarded, but the "coolest" who will pass all competitions. An adolescent lives in a state of lack of confidence in himself and in the future. School is increasingly perceived as a sort of hypermarket that must satisfy "customers", who will be ready to state their case because, after all, customers are always right. A teacher can regenerate the relationship, can still attract and affect adolescents with passion more than with severity, with the richness and beauty of knowledge, through the emotions and the erotic in the learning-teaching process, already mentioned by Plato. 5 Not falling in love as an experience that emulates the symbiosis between mother and child, that feeds on filling an absence, but love which is an active, creative and generative movement. 6 The methods used matter and make the difference, it is necessary to establish a learning environment that connects with adolescents. School must respect what the student already is, without any will to change him, to destroy the project that he has about himself. True school reform should be made around relationships. Adolescents seek and need adults at home and at school. Also systematic bullying finds nourishment in loneliness, in the lack of authoritative adults of reference, in the inability to set up relationships outside the virtual world. Cyber-bullying is violent because it is very fast and extensive. School, in terms of educational alliance, is a location which is always there and active, that can have the bully perceive himself as a resource for his schoolmates, that can dismantle fears and set up significant networks 4 Charmet, P. (2010) Fragile e Spavaldo. Ritratto dell'adolescente di oggi, Roma-Bari, Laterza 5 Platone, (1995) Simposio, intr. di U. Galimberti, trad. e cura di F. Zanatta, Milano, Feltrinelli 6 Recalcati, M. (2014) L'ora di lezione. Per un'erotica dell'insegnamento, Torino, Einaudi
Estudios sobre Educación, 2002
The paper was given on 26 october 2001 at the international congress on "unprotected time of young people in the EU", held at the University of Bologna (Italy). It discusses the social problems connected to the time in which young people (10-15 years) are unprotected by the socialising agencies in everyday life. The policies designed so far in eu countries to combat these problems are analysed and evaluated. The author underlines the fact that time is not equal for all generations, because time undergoes very differing accelerations and decelerations depending on the position of each generation and therefore it acquires a very different value and meaning for each of them. For these reasons, to pose the problem of unprotected time for young people means entering into the problem of how the various generations live their own time and the time for relating with other generations. The paper ends by suggesting some proposals for EU educational policies.
La adolescencia // The Adolescence
El término adolescencia es relativamente nuevo. Surge en el siglo XX con la denominación de adolescencia vestibular como tránsito hacia la adultez. Etimológicamente deriva del latín, "adolescere" = crecer o desarrollarse. Se define psicológicamente como una etapa fundamental de la maduración del estilo de vida, en que se despliegan inéditas adaptaciones, aquellas, que en una sociedad determinada distinguen la conducta infantil del comportamiento adulto. La definición que presenta el "Compendio de Psiquiatría" es operativa, "como aquella etapa de la vida que empieza con la pubertad y que termina cuando la independencia de la persona de sus padres ha alcanzado una congruencia psicológica razonable. Un vez que se encuentra en secundaria, la gran mayoría de adolescentes han experimentado ya los cambios biológicos de la pubertad. Al final de la enseñanza media, la mayoría de adolescentes de clase media continúan dependiendo de sus padres. El proceso no es necesariamente el mismo en otros grupos sociales, étnicos y culturales" (Kaplan & Sadock, 721). Es el lapso, según la OMS, que comprende desde los 10 a los 19 años y el período de juventud hasta los 24 años, con variaciones individuales y culturales. Suele iniciarse antes en las niñas que en los varones y acortarse en las sociedades más primitivas.
Intcess 15, 2nd International Conference on Education and Social Sciences Abstracts & Proceedings; Ed. Ferit USLU, 2015
Adolescence and becoming an adult have been frequently analysed by the developmental psychology of life stages of the man. In descriptions of these life stages, psychological categories such as developmental crisis, identity transformation and initiation all intertwine. In the text, I combine the psychological theories that describe adolescence with the theory of rites of passage according to Arnold van Gennep and Victor Turner.
ADOLESCENCE: THE STAGE OF TRANSITION
Horizons of Holistic Education, 2015
ABSTRACT This article examines the important transitory stage in human life i.e. adolescence- a life stage, that lies between childhood and adulthood. Beginning around 10, 11 or 12 years, adolescence concludes between 18-21 years of age. It is a stage, when complete metamorphosis takes place and is akin to a butterfly emerging from its cocoon which in its former stage is a caterpillar! The speed of adolescent changes varies among cultures and societies since they are contingent on the processes of socialization, training and education. Key developmental milestones are achieved during adolescence and in order to understand adolescents it is important to understand their physical, cognitive, psychological, socialemotional, moral, educational and vocational development and the ensuing changes. Sex differences exist between boys and girls when we examine all these factors. The end of this tumultuous period entails physical and sexual maturation, social and economic independence, development of identity, acquisition of skills needed to carry out adult relationships and roles, and the capacity for abstract reasoning. Parents, teachers, peers and the significant others in the adolescent’s environment have to be supportive and empathetic of the turmoil that they go through to enable a smooth well adjusted transition into adulthood. Keywords: adolescence, adolescents, human development, child development, child, childhood, adulthood, cognitive, social, emotional, moral, development, vocational, late maturer, early maturer, transition. Link: http://www.hhecu.org/Home/Issuedetails?t=ReL4FRYircqCfLTnsEw%252fpw%253d%253d
Culture, Development and Adolescence – towards a Theory and History of Adolescence
Ethics in progress, 2024
The present study identifies specifics of adolescence by reconstructing the cultural-historical process of the emergence of this age, which is essentially connected to modernity, by means of two epochal works of art from the years 1719 (Daniel Defoe’s Robinson Crusoe) and 1774 (Johann Wolfgang Goethe’s Die Leiden des jungen Werthers) which are reflected upon using terms derived from development theory. This study bases its conclusions on a summary theoretical model of adolescence as the awakening of subjectivity, with critical consideration given of current tendencies in dealing with and shaping adolescence. The potential associated with this stage of life as represented amid the unleashing of modernity seems to be decreasing again in its neoliberal late phase. It seems instead to be replaced by empty stagings and conjuration of creativity.
Adolescence and Development-In-Time
Journal of Human Growth and Development, 2012
Resumo: A idade moderna é definida pelo tempo, por uma temporalizacão da experiência, isto é, por uma compreensão de que os acontecimentos e as mudanças são significativos na sua ocorrência no e através do tempo. Narrativas de vida milenares, evolutivas e individuais partilham tais temporalizações enfatizando o final. Contudo, nem todos os tempos são os mesmos. Eu examino concepções da adolescência como participando do tempo panóptico, um tempo condensado construído sobre hierarquias de gênero, raça e classe, e compreendido como natural. O tempo panóptico coloca a ênfase nas metas finais em direção das quais a juventude deve progredir e coloca o adolescente individual em uma narrativa sócio-cultural que requer o "domínio" como um principio. Deste modo, coloco questões epistemológicas quanto ao desenvolvimento-no-tempo através do qual o adolescente é conhecido, consumido e governado. (lª parte) Palavras-chave: adolescência; temporalização; tempo panóptico.