Adolescents
From MediaFranca
Contents |
Adolescents
Piaget attributed this stage in development with greatly increased cognitive abilities, which can cause conflict as the individual has gained the cognitive ability to reason, dispute, and theorize on an adult level.
Some related Areas of exploration:
- Youth empowerment
- Youth Culture
- Community youth development
- Youth-led media
- Issues dealing with formalization: all the requirements you need to fulfill in order to be allowed to participate in the record. Also here you have the conflict of speed versus quality.
- A question about the nature of the artifacts that can be shared in the Semantic Web.
Questions
- If the record will allow the formalization of knowledge representation, how will teenagers be empowered for participating in such realm?
- How can technology will be able to connect young people with social change?
Frameworks for empowerment
The "Youth Power Framework" can be organized as several interlocking frameworks, rather than one big one. (taken from the generator)
- YOUTH POWER
- The command / obey relationship.
- The structure of adult power at the society level.
- Escape freedom.
- AGE IDENTITY
- Adulthood as a membership organization.
- Strategies for avoiding childhood's stigma.
- Ageless being.
- THE ALLY FRAMEWORK
- Model Youth Lib organization.
- Limiting adult participation.
- THE OPPRESSION FRAMEWORK
- Adultism vs. Ageism.
- Oppression defined.
- Comparing adultism to other oppressions.
- Arguments for a progressive alliance.
Related Projects
quotes from: [1]
It is through the participation in rituals – shared experiences that have a common focus, shared emotions, and non practical actions carried out for symbolic ends – that the web of society is developed and maintained
One can start to interpret how homophily plays out in virtual communities like MMORPGs. In the Philadelphia Inquirer article, the self-described WoW addict declares that his participation in his guild was practically forced, “It definitely became a job.” According to the literature presented, this behavior seemed normative since “presentation of self…is prerequisite for group membership” (Ling, 2001) and “the peer group…makes demands that members follow certain nuanced forms in the presentation of self” (Fine, 1981). In order to maintain ties, adolescents must succumb to peer pressure for their accreditation. The negative consequence of this constant struggle becomes evident as substantial social / psychological ill effects mount.
Youth immersed in peer groups in virtual worlds are bombarded by socializing factors that enrapture them in social networks (similar age, interests, grade level, etc.) As they spend more time together and form closer bonds, the reinforcement of these behaviors becomes stronger. Add to the mix an intense positive reinforcement model through a psychological rewards system. As players complete tasks they are compensated with feelings of accomplishment coupled with increased self-esteem through the enactment of spending more time with friends as opposed to being alone. That’s quite a vicious cycle if the adolescent is unable to regulate their responsibilities and balance productive versus recreational time. Since new media penetration rates are nearing ubiquity, the interactions among young users are no longer limited to traditional regulatory factors (time of day, parental supervision).
What will it mean for traditional community based societies to become individualized through ICTs? Now that users are finding themselves as single nodes rather than a collective, how will their interpretations of normative responses to social responsibility (to peers vs parents vs society) be reconstructed as “ritual solidarity is diluted?” Do these questions even matter as time passes and creates new social landscapes?
