Trashing Teens
HEM: Why do you believe that adolescence is an artificial extension of childhood?
RE: In every mammalian species, immediately upon reaching puberty, animals function as adults, often having offspring. We call our offspring "children" well past puberty. The trend started a hundred years ago and now extends childhood well into the 20s. The age at which Americans reach adulthood is increasing—30 is the new 20—and most Americans now believe a person isn't an adult until age 26.
The whole culture collaborates in artificially extending childhood, primarily through the school system and restrictions on labour. The two systems evolved together in the late 19th-century; the advocates of compulsory-education laws also pushed for child-labour laws, restricting the ways young people could work, in part to protect them from the abuses of the new factories. The juvenile justice system came into being at the same time. All of these systems isolate teens from adults, often in problematic ways.
Our current education system was created in the late 1800s and early 1900s, and was modelled after the new factories of the industrial revolution. State schools set up to supply the factories with a skilled labour force, crammed education into a relatively small number of years. We have tried to pack more and more in while extending schooling up to age 24 or 25, for some segments of the population. In general, such an approach still reflects factory thinking—get your education now and get it efficiently, in classrooms in lockstep fashion. Unfortunately, most people learn in those classrooms to hate education for the rest of their lives.
The factory system doesn't work in the modern world, because two years after graduation, whatever you learned is out of date. We need education spread over a lifetime, not jammed into the early years—except for such basics as reading, writing, and perhaps citizenship. Past puberty, education needs to be combined in interesting and creative ways with work. The factory school system no longer makes sense.
What are some likely consequences of extending one's childhood?
Imagine what it would feel like—or think back to what it felt like—when your body and mind are telling you you're an adult while the adults around you keep insisting you're a child. This infantilization makes many young people angry or depressed, with their distress carrying over into their families and contributing to our high divorce rate. It's hard to keep a marriage together when there is constant conflict with teens.
We have completely isolated young people from adults and created a peer culture. We stick them in school and keep them from working in any meaningful way, and if they do something wrong we put them in a pen with other "children." In most nonindustrialized societies, young people are integrated into adult society as soon as they are capable, and there is no sign of teen turmoil. Many cultures do not even have a term for adolescence. But we not only created this stage of life: We declared it inevitable. In 1904, American psychologist G. Stanley Hall said it was programmed by evolution. He was wrong.
How is adolescent behavior shaped by societal strictures?
One effect is the creation of a new segment of society just waiting to consume, especially if given money to spend. There are now massive industries—music, clothing, makeup—that revolve around this artificial segment of society and keep it going, with teens spending upward of $200 billion a year almost entirely on trivia.
Ironically, because minors have only limited property rights, they don't have complete control over what they have bought. Think how bizarre that is. If you, as an adult, spend money and bring home a toy, it's your toy and no one can take it away from you. But with a 14-year-old, it's not really his or her toy. Young people can't own things, can't sign contracts, and they can't do anything meaningful without parental permission—permission that can be withdrawn at any time. They can't marry, can't have sex, can't legally drink. The list goes on. They are restricted and infantilized to an extraordinary extent.
In recent surveys I've found that American teens are subjected to more than 10 times as many restrictions as mainstream adults, twice as many restrictions as active-duty U.S. Marines, and even twice as many as incarcerated felons. Psychologist Diane Dumas and I also found a correlation between infantilization and psychological dysfunction. The more young people are infantilized, the more psychopathology they show.
What's more, since 1960, restrictions on teens have been accelerating. Young people are restricted in ways no adult would be—for example, in some states they are prohibited from entering tanning salons or getting tattoos.
You believe in the inherent competence of teens. What's your evidence?
Dumas and I worked out what makes an adult an adult. We came up with 14 areas of competency—such as interpersonal skills, handling responsibility, leadership—and administered tests to adults and teens in several cities around the country. We found that teens were as competent or nearly as competent as adults in all 14 areas. But when adults estimate how teens will score, their estimates are dramatically below what the teens actually score.
Well, you've read some of the evidence and ideas - what do you think ? Are we over-protective of teen agers ?
Our current education system was created in the late 1800s and early 1900s, and was modelled after the new factories of the industrial revolution. State schools set up to supply the factories with a skilled labour force, crammed education into a relatively small number of years. We have tried to pack more and more in while extending schooling up to age 24 or 25, for some segments of the population. In general, such an approach still reflects factory thinking—get your education now and get it efficiently, in classrooms in lockstep fashion. Unfortunately, most people learn in those classrooms to hate education for the rest of their lives.
The factory system doesn't work in the modern world, because two years after graduation, whatever you learned is out of date. We need education spread over a lifetime, not jammed into the early years—except for such basics as reading, writing, and perhaps citizenship. Past puberty, education needs to be combined in interesting and creative ways with work. The factory school system no longer makes sense.
What are some likely consequences of extending one's childhood?
Imagine what it would feel like—or think back to what it felt like—when your body and mind are telling you you're an adult while the adults around you keep insisting you're a child. This infantilization makes many young people angry or depressed, with their distress carrying over into their families and contributing to our high divorce rate. It's hard to keep a marriage together when there is constant conflict with teens.
We have completely isolated young people from adults and created a peer culture. We stick them in school and keep them from working in any meaningful way, and if they do something wrong we put them in a pen with other "children." In most nonindustrialized societies, young people are integrated into adult society as soon as they are capable, and there is no sign of teen turmoil. Many cultures do not even have a term for adolescence. But we not only created this stage of life: We declared it inevitable. In 1904, American psychologist G. Stanley Hall said it was programmed by evolution. He was wrong.
How is adolescent behavior shaped by societal strictures?
One effect is the creation of a new segment of society just waiting to consume, especially if given money to spend. There are now massive industries—music, clothing, makeup—that revolve around this artificial segment of society and keep it going, with teens spending upward of $200 billion a year almost entirely on trivia.
Ironically, because minors have only limited property rights, they don't have complete control over what they have bought. Think how bizarre that is. If you, as an adult, spend money and bring home a toy, it's your toy and no one can take it away from you. But with a 14-year-old, it's not really his or her toy. Young people can't own things, can't sign contracts, and they can't do anything meaningful without parental permission—permission that can be withdrawn at any time. They can't marry, can't have sex, can't legally drink. The list goes on. They are restricted and infantilized to an extraordinary extent.
In recent surveys I've found that American teens are subjected to more than 10 times as many restrictions as mainstream adults, twice as many restrictions as active-duty U.S. Marines, and even twice as many as incarcerated felons. Psychologist Diane Dumas and I also found a correlation between infantilization and psychological dysfunction. The more young people are infantilized, the more psychopathology they show.
What's more, since 1960, restrictions on teens have been accelerating. Young people are restricted in ways no adult would be—for example, in some states they are prohibited from entering tanning salons or getting tattoos.
You believe in the inherent competence of teens. What's your evidence?
Dumas and I worked out what makes an adult an adult. We came up with 14 areas of competency—such as interpersonal skills, handling responsibility, leadership—and administered tests to adults and teens in several cities around the country. We found that teens were as competent or nearly as competent as adults in all 14 areas. But when adults estimate how teens will score, their estimates are dramatically below what the teens actually score.
Well, you've read some of the evidence and ideas - what do you think ? Are we over-protective of teen agers ?
No comments:
Post a Comment