Published on Feb 12, 2014

IN US THEATERS – March 14th, 2014


intro via danah here:

All of this (and much more) is brilliantly documented in Jon Savage’s beautiful historical account Teenage: The Creation of Youth Culture. This book helped me rethink how teenagers are currently understood in light of how they were historically positioned. Adolescence is one of many psychological and physical transformations that people go through as they mature, but being a teenager is purely a social construct, laden with all sorts of political and economic interests.


i think we’ve redefined (assumed a definition of) adolescence as well.. by what we have perceived as a normal transition.. by what we have perceived as normal..

how much is man made..


ie: dis\order & attachment ness et al..

which, perhaps, also has created/constructed what we call mid-life crisis.. ness.

i hear Gabor.. and Jean.. and… [from attachment]

We encourage our children to dis-attach from us with this ritual of school. By design, we encourage youth to spend more time with peers than with adults. We encourage a peer dependency, often without a strong enough adult-attachment to cope with the conditions of it (ie: I will like you if…). This leaves our kids insatiably/forever hungry for approval and belonging. We have nudged them away from a natural unconditional sense of themselves (ie: us loving them). No amount of money/accolades/prestige can replace that. For many, it becomes our ongoing unmet need. We are never free from the pursuit of closeness.. a perpetual insecurity.

There is no closeness that can surpass the sense of feeling known and still being liked, accepted, welcomed, invited to exist.

So, perhaps we have it all wrong. Perhaps what our kids (and ourselves and our communities) need most is to be grounded first and foremost in being known by someone. Perhaps, we use our resources (time/people/money/things/space), on just getting that right.

Perhaps, we ourselves have manufactured adolescence and mid-life crisis.
We push a kid to be strong and independent, to make friends, do well in school, to compete, to win, yet, have we taken them in? .. have we collected them? .. gotten to know them, accepted them, just as they are? When/if a kid, senses this void, they  will do almost anything to quench/fill it. Most often, they give up their authenticity/soul for temporal/conditional attachments. 
The more detached from us they become, the more they have to fit in with their peers; thus the more desperate they are to avoid being different. …In the psychological life of the developing young human being—and for many grown-ups, too, if we’re honest about it—attachment is what matters most.
Helping to lull us into complacency is the fact that, at least initially, peer-oriented children also tend be more schoolable.
Our society is so topsy-turvy that we may actually come to value the child’s willingness to separate more than her instincts for closeness.
miro siegel quote
– – –
pulling up random (because they are just the ones flying by me just now) snippets.

on control:

..people with ADHD have an overactive imagination as opposed to a learning disability.

.. imagine being an explorer trapped in an educational classroom where the teacher is saying, ‘Pay attention to me and don’t explore,’” he says. “It drives them nuts.”

adhddis\order et al

on escape:

Kids who cut themselves are either jumping out of their skin and use self-injury to calm themselves down, or are numb and empty and use self-injury to feel something. 

tweeted by Sonia:

e report sets out 17 hugely ambitious goals for sustainable development, including the following: ending poverty, hunger, ensuring well-being for all at all ages, ensuring inclu- sive and equitable quality education, gender equality and empowerment of all women and girls, promoting inclusive economic growth, decent work, reducing inequality within and among countries and so on.

while young people have been involved in the process of drafting the document, they are simultaneously understood as ‘potential’, in need of skills training so they can find employment – ‘no society can reach its full poten- tial if whole segments of that society, especially young people, are excluded from partici- pating in, contributing to and benefitting from development’ (p. 17)

yes.. and oh my along with previous para..

assuming Ed and employment… and now… no voice u til skills for employment gained…?

it seems timely to remind ourselves what the term ‘adolescent’ means. ‘Adolescence’ derives from Latin and translates as ‘becoming adult’. As British social anthropologist Ronnie Frankenberg famously remarked on numerous occasions, we can only justify calling young people ‘adolescents’ if we describe our adult selves as ‘mortescent’ – we are all ‘unfinished’ and in a state of ‘becoming’ (see Bendelow, 2003). It is a social construction – as G. Stanley Hall discovered it in the United States in the early 20th Century, in his (in)famously titled book Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education, so now a century later, it is being ‘discovered’ all over the world. It is a period of the lifecycle that becomes problematic as compulsory schooling is extended over a pro- tracted period, which inevitably delays the attainment of adult status (see also Koffman, 2014). To this extent, can the MDGs be said to have created global ‘adolescence’? The definition of ‘adolescent’ clearly also depends on what is meant by adulthood.

As Montgomery (2009) points outs most, if not all, cultures have ways of marking the end of childhood and the onset of adulthood in some manner, often marked by rites of passage. However, it is only in the industrialised world that this stage of the lifecycle has been conceptualised as a state worthy of medical/psychiatric attention, a pathological condition of mythic propor- tions in the adult imaginary. We need to remind ourselves that ‘adolescence’, at the time of its initial construction and moving forward, incorporated gender, race and class con- notations and implications. Especially in relation to gender, the ‘adolescent boy’ needed to be both managed and contained as well as allowed to be ‘wild’, while the adolescent girl was to be trained and domesticated. Adolescence was, and continues to be, deployed in perhaps predictable ways for working class children and children of colour.

whoa. much unpacking here.

It is arguably a social construction, brought about by the difficult question of how to manage the period in people’s lives when they are no longer at school, but needing to enter a new world, that of work. Like other constructions, adolescence takes on particular hues at particular moments in time, and 2015 is a particular critical moment for the concept. However, as Leena Alanen (2015) reminded us in her editorial, and other childhood sociologists and anthropologists have emphasised in the past (Sharon Stephens, 1995), there are limits to social constructionism. Social constructions ‘can be used to facilitate evidence-free assertions’. Biology clearly plays a part in and, to an extent, determines what happens to people throughout their lives, and bodies do unarguably change during the period after puberty. Sociobiologists and some neuro- scientists argue that biology determines that ‘adolescence’ is a particularly difficult period of storm and stress. However, biology and physical development (and indeed storms and stresses) affect us at all stages of the life course, not just in childhood, as Ronnie Frankenberg’s notion of ‘mortescent’ reminds us. It is the intersection of cul- ture and biology that shapes how childhood, youth (or any stage of the life course) are experienced and understood.

oh my.

total relation to school.. even in beginnings then.. ie.. detox from school to real life.

danger outcry..that happening earlier.. but obvious with unnatural tensions from both ends.. ie:school and work

Perhaps one of the most puzzling questions to me is how a concept like ‘adolescence’ links with ideas about ‘empowerment’ (at the current moment, always applied to girls), prevailingly expressed in UN documents. Can the two terms be reconciled? Adolescence is a disempowering term – it says to young people that they are ‘not yet’ adult; they are deficient, becoming, lacking, ‘too young’ and so on. It also enables normative ideas to be loaded onto young people in terms of what they should or should not be doing in terms of behaviour. To talk about ‘empowering adolescents’ sounds like a contradiction in terms.

thinking of Laurie here

Many aspects of children’s lives discussed in the pages of the journal reflect aspects of the Great Derangement – the papers we publish on topics like migration, refugees, asy- lum-seeking children, children who are rendered vulnerable by sets of circumstances outside their control, for whom borders have no relevance. Children have been living through and experiencing this derangement and seem likely to continue to do so. (At the time of writing, June 2015, the catastrophic loss of lives of migrants, including children, in the Mediterranean sea, and the displacement of vast numbers of people in the Middle East and Africa, bear witness to this.

It will take more than measurement to re-arrange the derangement, and in the meantime, we should be cautious about the categories we seek to impose.

indeed. would love to share

so many assumptions in article though… that perpetuate this last sentence..


from Robert Sapolsky‘s behave:


this is the essence of learning. the lecturer says something, and it goes in one ear and out the other. the factoid is repeated; same thing. it’s repeated enough time s and ‘aha- the light bulb goes on and suddenly you get it.. but may not remember it in an hour or on the exam

wtf? essence?

sinclair perpetuation law

six – adolescence; or dude, where’s my frontal cortex


if by adolescence..limbic, autonomic and endocrine systems are going full blast while the frontal cortex is still working out the assembly instructions.. we’ve just explained why adolescents are so .. whatever.. it’s the time of life of maximal risk taking, novelty seeking, and affiliation w peers..

however.. much of what we know is clouded by the fact that most kids in that age bracket have been immersed/coerced/trapped/maintained/intoxicated.. in the ie: supposed to’s.. of school/work.. so we really have no idea what a natural young person would be like..


maybe ‘adolescence’ is just a cultural construct.. as we;ll see, neurobiology suggests that adolescence is for real.. that the adolescent brain is not merely a half cooked adult brain or a child’s brain left unrefrigerated for too long.. most cultures do recognize it as distinct.. nonetheless.. what the west invented is the longest period of adolescence..

what does seem, a construct of individualistic cultures is adolescence as a period of intergenerational conflict; youth of collectivist cultures seem less prone toward eye rolling at the dorkiness of adults, starting w parents.. moreover, even w/in individualistic cultures adolescence is not universally a time of acne of the psyche, .. most of us get thru it just fine

wow.. only because everyone else is going thru it.. ie: supposed to’s.. of school/work..  that doesn’t mean that any of us are just fine.. (some of evidences are iq tests..?)

seven – back to the crib, back to the womb


childhood is obviously about increasing complexity in ver realm of behavior, though and emotion

really? i don’t know.. i don’t think so.. i think the supposed to’s.. of school/work.. homogenize.. reductionize us.. i’d say the not yet scrambled ness of youth is much more complex.. ie: the complexity of an undisturbed ecosystem


(after section on stages of development and marshmallow test): 5 yr old champs at marshmallow patience averaged higher sat scores in high school..


(ie of baboon mothers teaching daughters who ranks above who)



so varied types of childhood adversity converge in producing similar adult problems. nonetheless, two types of adversity should be considered separately 1\observing violence  2\ bullying


as noted, an infant baboon learns her place in the hierarchy from her mother. a human child’s lessons about status are more complex – there is implicit cuing, subtle language cues,