Adolescence - Philosophical Concept | Alexandria
Adolescence: a passage, a transformation, a chrysalis between childhood's end and adulthood’s fraught beginning – a period both universally recognized and deeply misunderstood, shrouded in the mists of time and societal expectation. Is it merely a biological process, or a culturally constructed phenomenon?
While the formal study of adolescence is relatively modern, glimpses of its recognition appear in historical texts. References to youthful indiscretions, burgeoning identities, and societal expectations for the maturing young can be found in writings dating back to ancient Greece and Rome. Philosophers such as Plato and Aristotle pondered the education and moral development of young citizens, discussing the vulnerabilities and unique potentials inherent in this formative stage. Consider, too, the Renaissance, a period of artistic flourishing and intellectual rebirth, where the concept of human potential was celebrated in iconic artwork of youthful figures. These glimpses don't provide a formalized definition, but hint at an awareness of adolescence as a distinct period of life, setting the stage for later, more systematic study and the great philosophical debates about moral development theory, virtue ethics, and the nature of moral agency, which would become cornerstones in this emerging field.
The formalization of adolescence as a recognized developmental stage gained traction in the late 19th and early 20th centuries, primarily through the work of G. Stanley Hall, often considered the father of adolescent psychology. Hall's seminal work, Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education (1904), established the field by proposing that adolescence is a period of "storm and stress," marked by emotional volatility and identity formation. However, this view has been challenged and reshaped over time. Later thinkers emphasized the role of social context, moral reasoning, and cultural expectations in shaping the adolescent experience. Today, theorists working in cognitive science of morality question the validity of early understandings of adolescent moral reasoning and the application of theories like ethical relativism. Consider the ongoing debate about the effectiveness of moral dilemmas and the impact of cognitive bias on ethical behavior, echoing sentiments and practices in ancient ethical dialogues from the great philosophers. The application of rational thinking and critical thinking in ethics education has spurred modern pedagogical reform to take a new perspective on adolescent thought.
Adolescence continues to be a subject of fascination and study, seen as a crucial period for identity development, moral formation, and the cultivation of critical thinking skills so pertinent to adulthood. It stands today as a cultural icon, permeating literature, film, and art, expressing both a societal aspiration and a time of uncertainty. As societies continue to evolve, how will adolescence adapt to meet the next generation's unprecedented challenges and uncharted opportunities, especially concerning their own morality and moral autonomy?