College aantekeningen

Wild Years lecture 1

Name: Wild Years lecture 1
SKU: doc_427869
Rating: 3.50 (2 reviews)
Author: Calliandra_Pseudanthias.heemstrai

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Wild Years

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Universiteit Utrecht (UU)

Uitgebreide aantekeningen van hoorcollege 1 van Wild Years

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Geupload op 27 mei 2018
Aantal pagina's 6
Geschreven in 2017/2018
Type College aantekeningen
Docent(en) Peter selten
Bevat Alle colleges

wild years

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5 items

1. Samenvatting - Summary of furlong ch. 1-12 wild years
2. College aantekeningen - Wild years lecture 4
3. College aantekeningen - Wild years lecture 3
4. College aantekeningen - Wild years lecture 2
5. College aantekeningen - Wild years lecture 1
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WY lecture 1

The discovery of Youth and Adolescence

Paper onderwerp: burn-outs onder jongeren

Film fragment: teenage
 The written sources are being lectured by young people themselves

Youth
 Sociological: a group of people that share… (group characterizations)
o The same age (12-18/25)
o Same social position (left primary school; in secondary and higher education;
allowed to have paid work)
o Same legal status (child law; (not) allowed to drink or smoke, have sex, get
married, have a drivers license, may vote, etc.)
o Same culture: living conditions and life style (leisure time; going out; fashion;
courtship)

Adolescence
 Adolescent psychology: individuals who are in a certain stage of individual
development
 Beginning with physical changes (sexual maturation) and ends with the point when an
individual is completely independent.
o Fysical (maturity)
o Social
o Cognitive
o Moral
o In general: period of Storm and Stress

Youth and adolescence
 Sociological and psychological approach come together:
o Share the same subject
o Share general ideas of youth
 But: they are also totally different:
o Group < > individual person
o Cultural and historical (social environment is an important background
element) < > universal (fixed element of the mankind, of the species)
o This makes it different to have an interdisciplinairy focus

History – the discovery of adolescence

, WY lecture 1

 Tabula rasa: you are born as a empty box (there is nothing in it, developed from
social environment)
 Importance of education (not because they are born as such  just because you are
born poor, does not have to mean you will stay poor)
o What children become in their life, is not nature, it is nurture. It is (the lack of)
education, which is defined by your social environment
 Second birth
o This period when education is usually finished is just the time to begin; but to
explain this new plan properly, let us take up our story where we left it.

19th century
 Importance of education (people became convinced by the importance of education)
o Towards compulsory education
o Age based classical organization
o Growth secondary education (public schools / boarding schools)
 They were grouped by age (more or less the same capacities) in stead
of by level (5 and 12 years old in one class, learning how to read)
 Juvenile delinquency
o Code pénal – age of distinction
 It was focused on the reasons why young people behave this way
o Separate juvenile justice and prisons
 Re-education: prevention (for children who came from risk-families,
supervision of the churche etc.)
 Neglected youth
o Penal colonies & workhouses
 Youth organisations and youth services
o YMCA; Kolping Vereine; Community Centres

19th century: why this?
 Enlightenment ideas
 Social, economic and political drives
o Industrializing society
o Need for skilled employees
o Moral and religious order (fear of the poor)
o Administration (classification based on age regulations;)

Threshold 20th century
 Regulations and institutions (laws for children from unhealthy families)
o Compulsory education/primary schools
o Secondary schools for the well-to-do
o Labor age regulations
o Juvenile delinquency system
o Children and youth laws
o ‘Archipelago’ of youth institutions
o Youth work
 Formal and institutionalized distinction between childhood and youth
 Institutionalized youth phase for the bourgeois youth

Threshold 20th century
 Knowledge, through experience
o Secondary school teachers (Arnold (1850); Mendousse (1909); Spranger
(1925); Gunning (1918)

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