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Why You Never Truly Leave High School: New science on its corrosive, traumatizing effects. -- New York Magazine
"Our self-image from those years, in other words, is especially adhesive. So, too, are our preferences. “There’s no reason why, at the age of 60, I should still be listening to the Allman Brothers,” Steinberg says. “Yet no matter how old you are, the music you listen to for the rest of your life is probably what you listened to when you were an adolescent.” Only extremely recent advances in neuroscience have begun to help explain why.

It turns out that just before adolescence, the prefrontal cortex—the part of the brain that governs our ability to reason, grasp abstractions, control impulses, and self-­reflect—undergoes a huge flurry of activity, giving young adults the intellectual capacity to form an identity, to develop the notion of a self. Any cultural stimuli we are exposed to during puberty can, therefore, make more of an impression, because we’re now perceiving them discerningly and metacognitively as things to sweep into our self-concepts or reject (I am the kind of person who likes the Allman Brothers). “During times when your identity is in transition,” says Steinberg, “it’s possible you store memories better than you do in times of stability.”"



"Until the Great Depression, the majority of American adolescents didn’t even graduate from high school. Once kids hit their teen years, they did a variety of things: farmed, helped run the home, earned a regular wage. Before the banning of child labor, they worked in factories and textile mills and mines. All were different roads to adulthood; many were undesirable, if not outright Dickensian. But these disparate paths did arguably have one virtue in common: They placed adolescent children alongside adults. They were not sequestered as they matured. Now teens live in a biosphere of their own. In their recent book Escaping the Endless Adolescence, psychologists Joseph and Claudia Worrell Allen note that teenagers today spend just 16 hours per week interacting with adults and 60 with their cohort. One century ago, it was almost exactly the reverse.

Something happens when children spend so much time apart from adult company. They start to generate a culture with independent values and priorities. James Coleman, a renowned mid-century sociologist, was among the first to analyze that culture in his seminal 1961 work, The Adolescent Society, and he wasn’t very impressed. “Our society has within its midst a set of small teen-age societies,” he wrote, “which focus teen-age interests and attitudes on things far removed from adult responsibilities.” Yes, his words were prudish, but many parents have had some version of these misgivings ever since, especially those who’ve consciously opted not to send their kids into the Roman amphi­theater. (From the website of the National Home Education Network: “Ironically, one of the reasons many of us have chosen to educate our own is precisely this very issue of socialization! Children spending time with individuals of all ages more closely resembles real life than does a same-age school setting.”)"
adolescence  adolescents  childhood  culture  argentina  photography  identity  highschool  society  socialization  social  memory  memories  stability  change  transition  neuroscience  ervinggoffman  brenébrown  shame  self-consciousness  tavigevinson  kojiueno  winnieholzman  kurtvonnegut  deborahyurgelun-todd  popularity  facebook  keithhampton  breakfastclub  peers  self-image  paulfeig  robertfaris  irinawrning  patlevitt  laurencesteinberg  deborahcarr  robertcrosnoe  jamescoleman  unschooling  deschooling  development  sociology  psychology  agesegregation  teens  parenting  vonnegut 
april 2013 by robertogreco

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