Professional Documents
Culture Documents
1
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Edu
cational_Goals_for_Young_Australians.pdf accessed 18/6/2016.
2 James J. Fenwick, Caught in the Middle. Educational Reform for Young
Adolescents in California Public School. Sacramento: California State Department
of Education, 1987.
3 For an example of a concern about the Middle Years which pays more attention
to rebelliousness than to intellectual development, see Joan Lipsitz, Growing Up
Forgotten, Lexington Books: Lexington, Mass., 1980.
A search of the digitised Australian newspapers on the Trove website using the
keyword teenager is revealing in this regard. The site contains digitised copies
of every edition of the vast majority of Australian newspapers (including local
papers and most magazines) up to 1954. After 1954 only the Canberra Times has
been digitised. In all those papers between 1930 and 1939 there were only 100
mentions of the word teenager. In the 1940s there were 13,986 and in the
1950s 42,194. Note that, between 1955 and 1959, only the Canberra Times was
available to search.4 The only conclusion one can draw from this is that either
teenage behaviour was not a problem before the Second World War or that any
problematic behaviour they may have exhibited was, for some reason, not
identified as being due to their age.
As with so much, we appear to have followed American trends in this regard. As
Robert Epstein points out, the origins of concern about adolescents, in fact the
origin of the concept of adolescence as a category, was in a book titled
Adolescence, written by an American psychologist, G. Stanley Hall in 1904. 5 That
Hall based his work on a now discredited biological theory would not necessarily
embarrass contemporary purveyors of panic about teenagers as there are new
theories to explain their concerns. As Epstein conveniently summarises:
A variety of recent research--most of it conducted using magnetic
resonance imaging (MRI) technology--is said to show the existence of a
teen brain. Studies by Beatriz Luna of the Laboratory of Neurocognitive
Development at the University of Pittsburgh, for example, are said to show
that teens use prefrontal cortical resources differently than adults do.
Susan F. Tapert of the University of California, San Diego, found that for
certain memory tasks, teens use smaller areas of the cortex than adults
do. An electroencephalogram (EEG) study by Irwin Feinberg and his
colleagues at the University of California, Davis, shows that delta-wave
activity during sleep declines in the early teen years. Jay N. Giedd of the
Child Psychiatry Branch at the National Institute of Mental Health and
other researchers suggest that the decline in delta-wave activity might be
related to synaptic pruning--a reduction in the number of interconnections
among neurons.6
The problem with such neurological theories is that they cant explain the
historically and geographically specific nature of the phenomena they are
attempting to explain. If teen behaviour is a product of brain development it
should be identical in all societies, but, as Schlegel and Barry have shown, this
was and is evidently not the case in pre-industrial societies. 7
Epstein explains the neurological phenomena as a consequence rather than a
cause of problems which have a social cause, specifically the infantilisation of
adolescents.
Today, with teens trapped in the frivolous world of peer culture, they learn
virtually everything they know from one another rather than from the
people they are about to become. Isolated from adults and wrongly
treated like children, it is no wonder that some teens behave, by adult
standards, recklessly or irresponsibly. Almost without exception, the
reckless and irresponsible behavior we see is the teens way of declaring
his or her adulthood or, through pregnancy or the commission of serious
crime, of instantly becoming an adult under the law.8
This argument is important as a diagnosis inevitably informs a prognosis. If
adolescent behaviour is biologically determined than all teachers can do is
accept that adolescents are somehow different and treat them differently as a
consequence. If, however, our treatment of them involves infantilising them,
then we may be contributing to the problem.
At the level of policy and curriculum development, these arguments are not
evident. The Melbourne Declaration is typical in that it simply states that
students are at risk of disengagement and that the cure for this disengagement
is a focus on engaging them. How this is to be done is not specified. By itself, the
revelation that the cure for disengagement is engagement is not particularly
startling.9 The Ausvels site specifies what content is to be taught at each level,
but not how it is to be taught, leaving it up to teachers to make the content
engaging.10 The implication is that what is to be taught is a different question to
how it is to be taught.
7 Alice Schlegel & Herbert Barry, Adolescence: An Anthropological Enquiry, New
York: Maxwell Macmillan International, 1991.
8 Epstein, Op Cit.
9 Though this didnt stop the authors of a New Zealand study from making a
lengthy dissertation about the definition of engagement. See:
file:///C:/Users/home/Downloads/940_Student%20Engagement.pdf accessed
18/6/2016.
10 See for instance, this summary of the curricula at various levels for
Mathematics:
http://ausvels.vcaa.vic.edu.au/Mathematics/Overview/Mathematics-acrossFoundation-to-Level-10 - accessed 18/6/2016
Bibliography
Ausvels curriculum Mathematics, Foundation to Level 10:
http://ausvels.vcaa.vic.edu.au/Mathematics/Overview/Mathematics-acrossFoundation-to-Level-10 - accessed 18/6/2016
Epstein, Robert, The Myth of the Teen Brain, Scientific American, 1/6/2007
Accessed online at http://www.scientificamerican.com/article/the-myth-of-theteen-brain-2007-06/ 18/6/2016.
Fenwick, James J., Caught in the Middle. Educational Reform for Young
Adolescents in California Public School. Sacramento: California State Department
of Education, 1987.
Gibbs, Robyn and Poskitt, Jenny, Student Engagement in the Middle Years of
Schooling (Years 7-10): A literature Review. Report to the ministry of Education,
New Zealand Ministry of Education, 2010:
file:///C:/Users/home/Downloads/940_Student%20Engagement.pdf accessed
28/6/2016.
Lipsitz, Joan, Growing Up Forgotten, Lexington Books: Lexington, Mass., 1980.
The Melbourne Declaration, Ministerial Council on Employment Training and
Youth Affairs, 2008:
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Edu
cational_Goals_for_Young_Australians.pdf accessed 18/6/2016
Schlegel, Alice & Barry, Herbert, Adolescence: An Anthropological Enquiry, New
York: Maxwell Macmillan International, 1991.
Trove Digitised Newspapers (National Library of Australia):
http://trove.nla.gov.au/newspaper/result?q=teenager - accessed 18/6/2016.