Let's face it - adulthood has changed significantly over the last century. It is my observation that the transition to adulthood is occuring at a slower pace and a later date than in the past. A somewhat non-obvious example is one of the big steps into becoming an adult - acquiring a driver's license. In the state of Montana, for example, I was able to get my license with or without driver's ed at the age of 15. In Arizona, where I live one has to take a driver's course, get a permit which must last so long, and then graduate into getting an actual license which they cannot get until they are 16.
That being said, the book makes it clear that our society is favoring and supporting the later transition into adulthood. A prime example of this is the college student who returns to living with their parents after they obtain their undergraduate degree. So, what is the key marker identifying the transition to adulthood? It is clear that it's not the obtaining of a graduate degree, or getting one's first job. Also, the book reflects on when it is appropriate to give someone the respect that an adult requires.
It appears to me that there is at least, for the population which I support, that the transition to adulthood occurs at a quite inappropriate timeframe, unlike the adults that we may work with in an adult educational setting.
For children who are placed in foster care, the change into adulthood is made at a much earlier age, usually by an incident or series of incidents which thrusts them into this - whether it be through abuse or neglect. It makes it harder for them to then be prepared for adulthood when they would normally enter that part of their life.
The author goes onto to discuss how mentoring shapes the culture of our society, and how our roles as educators, parents, and adults in society can positively impact the future of our culture through the mentoring process.
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Joshua,
ReplyDeleteI find it interesting that in our society, we want to strip someone of their status as an adult if they move back in with their parents, or do something along those lines.
I spent time in Korea, and it is the norm for the adult children to either move in with their parents, or have their parents move in with them, depending on the situation.
I'm sure you've discussed this in the classes you've taken, but the concept of adult is so slippery. My question is, should we really worry about being politically correct, or just accept our culture's definitions, and work from there?
I don't think we should rely on societies norms in order to define what an adult is. As I read more into the class I am discovering that the concept of adulthood is fluid and that the goal in a mentoring relationship is to help the young adult move from their operational stage to a higher level of cognitive and emotional development.
ReplyDeleteThe kids I mentor range from age 10 to age 19. It's interesting how my 10 year old mentees have a tendency sometime to behave more "adult-like" than my 19 year old. As I blog more about the book, I am finding more of what my purpose is as their mentor. I will never tell a mentee what to do, because I have observed that type of mentoring in the juvenile corrections system here, and kids totally shut down when you try to dictate what they should or should not do.