Professional Documents
Culture Documents
especially its heavy reliance on standardized testing (173). This is an issue that
Elkind (1998) highlights as well, lamenting that high school classescontinue to be
taught in a lecture format with students learning only what they need topass a
test (175).
The pragmatic philosophy naturally fits with the progressive theory of
education, which fought against rote memorization and authoritarian classroom
management and focused on learning through doing. Marietta Johnson, the founder
of the Organic School, believed that prolonged childhood is especially needed in a
technological society and children needed to follow their own internal timetables
rather than adults scheduling (Ornstein & Levine, 2008, 187). This sounds in line
with Elkind (1998), who calls for parents and educators to focus on what is natural
developmentally, and to use tailor madestrategies that come from applying
general principles of development to the unique individual child (249). Johnsons
teacher education program also included a knowledge base in child an adolescent
development and psychology, another notion which resonates with Elkind (1998)
as he critiques how modern teacher training often occurs without any training in
child and adolescent development (186).
Althought the connection between Elkind and progressivism is not perfect.
Some sects of progressivism called for larger schools that could house more class
sections and create more curriculum diversity and opposed authoritarian teachers
(Ornstein & Levine, 2008, 187). Elkind (1998) saw bigger schools and class size as
an issue, especially for adolescents, as it weakened the bonds of community and
diminished the connection and support from adults (169). Elkind (1998) would also
not have an issue with an authoritarian approach, as he argued that there were
times when unilateral authority is necessary and other times when mutual
authority is preferable (251).
Main Thesis and Recommendations of All Grown Up and No Place to Go
This philosophical background informs Elkinds main thesis and
recommendations. He posits that post-modern society, family, and education forces
adolescents to grow up too fast, rushing them through a critical stage of
development. Todays society ignores what we know about adolescent
development, namely that it is a somewhat unsettled period of great change and
2
which time and space is allowed for this development. Elkind (1998) points to
Eriksons own idea as the basis for his own, in which he suggested that teenagers
need a moratorium, a period of relatively unencumbered time for themselves
during which they can engage in the process of identify formation (16). The basis
of Elkinds arguments in All Grown Up and No Place to Go is a recognition of the
difference between the reality todays adolescents face and what developmental
psychologists like Piaget and Erikson recommended. Elkind (1998) highlights this
point, stating that in todays world young people cannot postpone identity
formation until adolescence partially because of the early exposure to the most
sordid facets of lifes continuum and partly because of societys view of adolescents
as sophisticated and adult (17).
Challenges to for All Grown Up and No Place to Go
David Elkind himself, however, points to a potential contradiction of his
argument that todays youth are forced to grow up too quickly. He writes that
todays adolescents are actually different than in the past because of their exposure
to things like sexuality and the dangers of the world. In addition, the changes in
family, from a nuclear family to a permeable family have opened young children
to any and all social influences (Elkind, 1998, 13). Maybe youth actually are
developing faster, and therefore society is not rushing them into adulthood, but
merely recognizing that developmentally they are getting there quicker.
But is there something innate about the development of a teenager that
remains the same regardless of some advancement in the sophistication of the
average adolescent today? It seems based on Elkinds book that certain
fundamental elements of a childs development cannot be changed regardless of
what environment he is exposed to or the changing societal realities. Piaget and
Erikson certainly did not seem to base their principals on what was occurring in the
world around them. In fact, according to Piaget and Erikson, the mental ability which
is the basis for this stage of life is only developing during adolescence, so regardless
of what youth are exposed to, if that brain function is not there, they cannot begin
that stage of development.
Personal Analysis and Reaction to for All Grown Up and No Place to Go
and group acceptance become critical. In asserting their autonomy, teenagers rely
on the support of their peer groups. This is all part of the self-differentiation
process (Elkind, 1998, 85). But as peer acceptance becomes critical, teenagers
also become more susceptible to peer pressure. This can take the form of pressure
to be sexually active, or to use drugs and alcohol. It can also create anxiety, for
example with regards to puberty and the peer expectations of undergoing bodily
changes in the right time.
In addition to being affected by peers, adolescents are manipulated by
media. Because of the teenage desire to fit in, advertisers have identified this
demographic as one that can be influenced in order to motivate them to buy
(Elkind, 1998, 7). When you couple all these external influences (peer, media,
potentially harmful sexual and violent images, etc.) with the loss of adult time and
supervision, navigating this changing and sometimes scary period of time can be a
real challenge.
In addition to the pressure to be socially successful, students at this age are
now able to really think about the future in a way they previously could not, which
can create stress to successful academically. Elkind (1998) writes about how
children at a younger age are being made aware of the dangers in our society, but
students are also made to acknowledge the risks and challenges in their own future
(8), such as how performance in school will affect their future success, or how
standardized test scores might keep them out of a certain colleges.
Teens versus Pre-Teens
The two major differences between teens and pre-teens are physically and
mentally. As mentioned above, adolescents not only begin to go through the
physical changes of puberty but the cognitive changes of formal operations. So not
only do teenagers need to grapple with the changes to their body, but with, as
Elkind (1998) puts it, getting comfortable with new ways of thinking (25).
Adolescents think at a higher, more abstract level than pre-teens.
This new way of thinking leads to certain new realities for teenagers, which
pre-teens do not experience. Because adolescents can now think about thinking
they develop what Elkind (1998) terms, the imaginary audience (40). This notion,
7
that all eyes are on them so to speak, is what causes self-consciousness in a way
pre-teens do not experience it. Couple that with their quickly changing bodies and
that leads to much teenage worry.
Similarly, teenagers also begin to form a personal fable, a belief in their
own speciality and invulnerability (Elkind, 1998, 44). This can lead to risks taking,
and can also make them feel lonely and apart from others. But it is also a necessary
component to their development of a defined self.
Teenagers are also now capable of thinking beyond the real and the
immediate to the possible and to the future which allows them to think of an ideal
world and measure it against the realities of the real world (Elkind, 1998, 33). This
can cause some anxiety and lead them to become critical of adults, who they blame
for the faults of the world
Social relationships also change during the teenage years, but in structure,
and in the emotional tone and depth. In childhood, friends come together mostly in
play groups and friendship is determined by arbitrary factors such as who lives
nearby. But teenagers determine friends by qualities of the individual, such as social
status and ethnic background. And with regards to the emotional involvement of
friends, it is initially based on mutual likes and dislikes but in the teenage years it
becomes about trust and loyalty (Elkind, 1998, 82).
Advice to Parents and Teachers
Elikinds advice overlaps to both the realm of parents and teachers. First and
foremost, he seens the notion of adolescents as sophisticated and competent to
deal with the adult world as dangerous and too often leading us to abrogate our
responsibilities to youth (239). First and foremost, Elkind (1998) asserts that adults
need to be adults and not be afraid to assert their adultness, to set limits and
teach manners and morals (242). Too often, he states, parents are afraid to be the
bad guy or create conflict with their children. While this assertion of adultness may
in fact lead to confrontation, adolescents do appreciate the fact that we care
enough about them to risk and angry confrontation (243).
Similarly, with regards to rules setting, Elkind highlights the desire in the
post-modern world to allow children and students choice and a say over everything.
He encourages parents and teachers to see the difference between unilateral
authority and mutual authority and understand that each have a place. When
we set rules and limits, when we teach manners and morals, we are exercising
unilateral authority, Elkind (1998) writes, and this is an important part of being an
adult to young people (251). Mutual authority, on the other hand, should be
exercised in matters of taste, style, and interest (251).
Both in the classroom and at home, rules should be set and governed based
on principles, not personal preference. This can be difficult, especially if a teenager
says or does something that can actually be hurtful. Elkind (1998) gives the
example of a mother who overheard her teenage daughter say something not
flattering about her behind her back. Instead of confronting her angrily, she avoided
making it personal and relied on a principle instead, telling her daughter that it is
not fair to talk about people behind their backs because it does not give them a
chance to defend themselves (247). Teenagers are quick to see rules as a challenge,
but by setting rules based on principle and not personal preference, we can avoid
that form of confrontation.
Elkind warns against learning and implementing specific techniques of
parenting, and instead encourages that all parenting start with knowledge of
developmental stage. That knowledge can then be tailored and applied to the
specific needs of the child and situation. Similarly in the realm of teaching, Elkind
encourages all teacher learning and professional development to include as a
building block, knowledge of the developmental stages.
Finally, one piece of advice that Elkind (1998) echoed a number of times in
his book is that even though we cant do everything, we can do something. As he
writes in reference to asserting adultness, just because we do not have total
control does not mean we have no control (244).
Application of Elkinds Advice to Limmudei Kodesh
Elkinds basis for all his advice is that understanding developmental stages
and ability needs to be the foundation for parenting and teaching. If that notion was
9
11
and No Place to Go was published in 1998, the issues of what adolescents are
exposed to and how they are viewed are almost laughable compared to how much
more extreme the issues are today. Elkind tells a story of a mother who is having
trouble keeping her son from watching pornographic material that is on TV late at
night. Today, that material is accessible in the palm of teenagers hands. Technology
is shaping our society and its doing so at an every quickening pace. We cannot
reverse that. But as Elkind writes, just because we cant do everything does not
mean we can do nothing.
Works Cited
Frankel, M. (2002). Adolescence in Jewish medieval society under Islam. Continutiy
and Change, 16, 263-281.
Kanarfogel, E. (1992). Jewish Education and Society in the High middle Ages.
Detroit: Wayne State University Press.
Miller, P. H. (2010). Theories of developmental psychology. New York: Worth
Publishers.
13
14