Seduction and Scissiparity: The American Crisis of Adolescent Identity

Autor/in	Petitfils, Brad M.
Titel	Seduction and Scissiparity: The American Crisis of Adolescent Identity
Quelle	In: Educational Philosophy and Theory, 54 (2022) 12, S.2097-2107 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petitfils, Brad M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1986003
Schlagwörter	Adolescents; Adolescent Development; Identification (Psychology); COVID-19; Pandemics; Self Concept; Metacognition; Ambiguity (Context); Context Effect + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The COVID-19 era unleashed a separate medical crisis in the United States: adolescent mental health struggles led to a spike in teen suicides. Adolescence, the period of development long associated with the search for one's identity--a struggle that requires engagement with one's peers for a healthy resolution--was complicated by the lockdowns and extended periods of isolation. The social convulsions associated with this past year exposed an unfortunate vulnerability of this generation: deep down, they long for what their predecessors had--embodied, meaningful connections with their peers. Using the existential theories of French Jesuit Pierre Teilhard de Chardin, this paper examines how the contextual elements of this pandemic have contributed to an evolutionary process vis-à-vis the current crisis of adolescent identity, and then explores how we might consider deliberate learning opportunities for to help students understand themselves and the impact of what has just happened to the global community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01