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%ADOLESCENCE 781017
Adolescence is a developmental stage of life
occasioned by the needs of a technocratic/industrialized
economic system. In non-technocratic/non-industrialized
economic systems there is less, or no, gap between sexual
maturity and induction into the adult community. Each
person is free to progress through developmental stages in
rhythm with biological developments and felt needs.
A technocratic/industrialized economic system
requires prolonged education/acculturation of members
before their induction into the adult community. Members
of a technocratic/industrialized society are neither
needed nor qualified for participation in the adult
society---until many years past sexual maturity. Their
unconventional perceptions would be disruptive to the
well-ordered conformal system for promoting production and
consumption---so they are excluded from positions of great
influence until the educational/acculturational process
has had a chance to moderate their perceptions and
identify the particularly troublesome individuals. Thus
adolescents become a sub-culture of individuals subjected
to prolonged dependence upon parents, technical training,
unsanctioned sexual frustration/fumbling, identity
ambiguities, pressures to conform, and invitations to join
adult collusions so as to cope with the disorienting
environment.
It is during adolescence that young people make the
choices which lead them into or away form scientific
careers. Their choices no doubt are intimately related to
choices relating to their identity, sexuality, dependence,
conformity, rebellion, and responses to collusive
invitations. Choices to embrace/reject the scientists'
modes of approach can not be understood without viewing
them in the larger context of the adolescent developmental
stage occasioned by the scientific/industrial revolutions.
At an instinctive level young people may understand that
their adolescent frustrations are occasioned by the
demands of the economic system which grew out of the
scientific/industrial revolutions---and either affirm or
rebel against those demands. Such exclusive choices tend
to occasion dichotomous perceptions throughout their adult
lives. Their understanding of themselves and their
environment will be highly dependent upon which choices
they make during their confused adolescent years.
(c) 2005 by Paul A. Smith in
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