Postpubertální společnost jako výzva pro pedagogiku

Martina Kočerová

doi:10.5817/PedOr2017-4-520

Post-Adolescent Society as a Challenge for Education

Vol.27,No.4(2017)
ENGLISH ISSUE

Martina Kočerová

https://doi.org/10.5817/PedOr2017-4-520

PDF

Abstract

The article deals with the phenomenon of kidult and a post-adolescent society, which is associated with a phenomenon called infantilisation. It is a theoretical study aimed at showing the potential of leisure education in the prevention of the appearance of kidult. The article focuses primarily on leisure education and its potential to prevent the appearance of a kidult lifestyle (Kočerová & Bauman, 2013). Kidult, adultescent, or rejuvenile – the phenomenon linked to the emergence of postadolescent society. The unwillingness to adopt a social role corresponding with one’s age is the main characteristic of this lifestyle. Thus, this society has developed into a post-adolescent society which lacks responsible citizens who are willing to make decisions and face their consequences. This lifestyle results in a dysfunctional civil society, thus also affecting democracy. The infantilised culture, however, penetrates education, which does not develop critical thinking and responsible citizenship; on the other hand, individualism is encouraged under the label of liberal choice. This education simply passes on ‘ready-made’ facts instead of leading to thinking, and it supports pseudo-values artificially produced by mass media (Barber, 1984, 2001, 2007). Post-adolescent society is a challenge especially for pedagogy, whose aim should be to develop critical and creative thinking, and reflexive practice, and not only in formal but especially in non-formal education.

Keywords:
kidult; kidulthood; rejuvenile; adultescent; lifestyle; education; leisure; leisure education

References

Arnett, J. J., & Tanner, J. L. (Eds.). (2006). Emerging adults in America: Coming of age in the 21st century. Washington: American Psychological Association.

Barber, B. R. (1984). Strong democracy: Participatory politics for a new age. Los Angeles: University of California Press.

Barber, B. R. (2001). The global infantilization: How we become more and more “kidults” without noting loss of freedom in society. Der Tagesspiegel, 9 September, Germany (DE).

Barber, B. R. (2007). Consumed: How markets corrupt children, infantilise adults and swallow citizens whole. New York: W. W. Norton.

Bauman, P. (2017). Východiska pedagogiky volného času v perspectivě soudobých edukačních koncepcí. In M. Kaplánek (Ed.), Volný čas a jeho význam ve výchově (pp. 97–118). Praha: Portál.

Buckingham, D. (2008). Introducing identity. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 119–142). Cambridge: MIT Press.

Costea, B., Crump, N., & Holm, J. (2005). Dionysus at work? The ethos of play and the ethos of management. Culture and Organization, 2(11), 139–151. https://doi.org/10.1080/14759550500091069

Crawford, K. (2009). Adult responsibility in insecure times: The post-crash world necessitates a redefinition of adulthood. Soundings: A journal of politics and culture, 41, 45–55. https://doi.org/10.3898/136266209787778939

Čáp, J., & Mareš, J. (2001) Psychologie pro učitele. Praha: Portál.

Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Springer Science + Business Media.

Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.

Erikson, H. E. (1998). The life cycle completed. New York: W. W. Norton & Company.

Frantz, G. A. (2017). Consumerism, conformity, and uncritical thinking in America (2000 Third Year Paper). Retrieved from https://dash.harvard.edu/handle/1/8846775

Gray, P. (2008). Children educate themselves I: Outline of some of the evidence. Retrieved from https://www.psychologytoday.com/blog/freedom-learn/200807/children-educatethemselves-i-outline-some-the-evidence

Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1(4), 476–522.

Hanková, Z. (2010). Dary zážitkové pedagogiky budoucím učitelům. Gymnos Akadémos, 1(1), 23–28.

Harris, B., & Harris, A. (2005). Kidults: Adolescence is permanent. Retrieved from http://therebelution.com/blog/2005/09/kidults-part-1-adolescence-is-permanent

Hofbauer, B. (2004). Děti, mládež a volný čas. Praha: Portál.

Kaklamanidou, B., & Tally, M. (Eds.). (2014). The millennials on film and television: Essays on the politics of popular culture. Jefferson: McFarland & Company, Inc., Publishers.

Kaplánek, M. (2010). Pedagogika volného času – projekt budoucnosti, nebo slepá ulička? Pedagogika, 60(1), 12–20.

Kelly J. R. (2012). Leisure. Urbana: Sagamore Publishing LLC.

Key, E. (1909). The century of child. New York: Putnam’s.

Kočerová, M., & Bauman, P. (2013). Rozvoj kritického a tvořivého myšlení v prostoru volného času. In P. Bauman (Ed.), Kritické a tvořivé myšlení: není to málo? Rozvoj myšlení ve filosofických, teologických, psychologických a pedagogických souvislostech (pp. 168–185).

České Budějovice: Teologická fakulta Jihočeské univerzity, Centrum filozofie pro děti.

Lancy, D. (2016). Teaching: Natural or cultural? In D. C. Geary & D. B. Berch (Eds.), Evolutionary perspectives on child development and education (pp. 33–65). New York: Springer.

Medel-Anonuevo, C., Ohsaco, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21st century. Hamburg: United Nations Educational, Scientific, and Cultural Organization. Retrieved from https://files.eric.ed.gov/fulltext/ED469790.pdf

Morris, R. (2009). The fundamentals of product design. Lausanne: AVA Publishing SA.

MŠMT. (2013–2017). Rámcové vzdělávací programy. Dostupné z http://www.msmt.cz/ vzdelavani/skolstvi-v-cr/skolskareforma/ramcove-vzdelavaci-programy

Nakonečný, M. (1997). Encyklopedie obecné psychologie. Praha: Academia.

Nováčková, J. (2008). Mýty ve vzdělávání. Kroměříž: Spirála.

Neild, M., & Carysforth, C. (2004). Business. Oxford: Heinemann Educational Publishers.

Noxon, C. (2006). Rejuvenile: Kickball, cartoons, cupcakes, and the reinvention of the American grown-up. New York: Three Rivers Press.

Opaschowski, H. W. (1996). Pädagogik der freien Lebenszeit. Opladen: Leske + Budrich.

Overman, S. J. (2011). The protestant ethic and the spirit of sport. How Calvinism and capitalism shaped America’s games. Macon: Mercer University Press.

Patočka, J. (1996). Péč e o duši I. Praha: Oikoymenh.

Pávková, J., Hájek, B., & Hofbauer B. (2002). Pedagogika volného času. Praha: Portál.

Pelcová N. (2013). Hodnotová výchova a výchova k hodnocení. Pedagogika, 10(3), 285–300.

Piaget, J., & Inhelder, B. (2008). The psychology of the child. New York: Basic Books.

Unesco. (2017). Role of education. Retrieved from http://www.unesco.org/new/en/social-andhuman-sciences/themes/fight-against-discrimination/role-of-education

Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77. https://doi.org/10.2753/RPO1061-0405270253

Wedge, M. (2012). Adultescence in America. Who’s spoiling the kids? Retrieved from https://www.psychologytoday.com/blog/suffer-the-children/201207/adultescence-in-america

Zbudilová H. (2013). Literatura jako klíč mysl otevírající. In P. Bauman (Ed.), Kritické a tvořivé myšlení: není to málo? Rozvoj myšlení ve filosofických, teologických, psychologických a pedagogických souvislostech (pp. 134–154). České Budějovice: TF JU, Centrum filozofie pro děti.

Metrics