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Is Modern Culture Ruining Childhood?
Modernity is one of the most important periods in the human intellectual history. Philosophers and historians claim that it has started somewhere in the middle of the 19th century. Modernity is based on the project of “modernization” (rationalization and scientification of the world in order to make it a better place to live). This project was born in the middle of the Western civilization and it was considered that it is heading the only direction - towards the progress. That is why Europeans and Americans thought that the entire world should align them. A lot of children in different countries got access to the basic education and started spending a lot of their time in schools or other educational institutions. It is inevitable to not to consider and to analyze how the modern models of education and culture (including popular culture) influence childhood. This theme is quite a discussion nowadays, however, one things do change.
First of all in order to understand what happened with the childhood nowadays, I’d like to view some historical examples. In the 1920th a new type of state was created. That was the USSR, founded on the ground of the former Russian Empire. It was the first “communist” state that defined itself as a brand new historical type of the society and a brand new type of human (Mickenberg, p.104). The soviet ideology was based on the idea that the behavior is mostly formed under the influence of the environment. That’s why in the USSR, government created a powerful propaganda in the different spheres, especially schooling. Schools were treated as a storehouse, used to put the necessary information in the children's' heads. In the USSR, people were strongly controlled by state...
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...o centuries. Thanks to the development of health care and education, lots of people had a chance to have a normal childhood without suffering from illness, poorness and bad social environment. But it wasn’t as easy as it look from the first view. The traditional family has changed, leaving place for such an institutions, as kindergarten and school. On the one hand, for children this wasn’t so bad. Professional teachers gave much better education than anybody could receive at home. But on the other hand, children were deprived of the part of communication with their parents, especially on the emotional level. Besides that, the other problem is a commercialization of the youth in the adverts and entertainment market. Of course, this process has, both positive and negative sides, but mostly they cause the disappearance of the childhood as an important life stage.
Children were strong and ambitious. They were the money makers of the family. This paper will argue how the mindset of a child has advanced in Canada, through the 1800s to the present era, in representing a different perspective of how a child evaluates the perception of how they approach life. Canada holds many histories of the past. The differences with children from to the past to the present are that children worked and produced a lot of labor, to keep the families from starving through the 1800s, present children rarely need to work. The educational system of the past has differed a great deal from the system they have created thought out the times that have developed. Children would use their imagination to create games and play, until the generation of television came into effect. Times have changed and children are one of the many. The social construction of childhood from the 1800s is a whole lot different from the construction of childhood from the 1970s. The agenda of children have changed and adults are not concerned with children working because the standard of living in families has developed a whole new concept, for how families should live life.
Otherwise, why now the parents spend a lot of money to send their children to a good school to study, because the school education environment to the children’s influence is very important. When Wes A moved to Bronx, his mother had made a decision to send her children to private school after her seeing how poor the public school system had become, so she worked multiple jobs to manage the cost and relied on her parents to take care the children before and after school while at work. “My mother decided soon after our move to the Bronx that I was not going to public school. She wasn’t a snob, she was scared.”(47) Because she knew, if the children are growth of a bad education environment, the children of the world to know nature will be distorted. Without a good education, there is also no habits; No good sense, and also there will be some bad behavior. Today, the rate of crime is high; almost all can find the root cause of their growth environment. Maybe the lack of discipline, discouraged by mistake friends or too much stress, but all shows the importance of good education environment for children to grow
The study of children and their development is a new interdisciplinary field unifying research from sociology, anthropology, development psychology, law, and healthcare. Childhood studies emerged from the universal need to understand children’s development, their susceptibility to external factors, and what it means to be a child from the child 's perspective. Children differ depending on many factors, such as place, time, social status, religion, and tradition, and each of these aspects
According to Montgomery (2014) ‘Children in different parts of the world lead very different lives, partly because of the variations of cultural beliefs about childhood’. These variations are brought about by the fact that each child is different, with different beliefs, raised with different parenting methods in different countries with different cultural influences. All of which have individual definitions of what it is to be a child, and a child’s capabilities. These cultural and social differences all vary on their emphasis of traits that are important, such as individuality, independence, inter-dependancy and expectations of behaviour. Each child is constructed in a unique way according to these differences, and each difference impacts
The material a child is exposed to influences the way they learn. Many smart and educated students get bullied for wanting to stay in and study instead of going out to party. Because of the social environment the “nerds” and “geeks” become social outcasts and could begin to lose interest in education. Today’s society does not promote the importance of education. While standing in line at the grocery store, many magazines are headlining about another wild stunt from a famous person such as the Kardashians. The other handful of magazines is about food. “Because of television, by the age of six, a child will have learned how to pick a lock, elaborate a fairy tale bank robbery, prevent wetness all day, to keep laundry white, and kill people with a variety of armaments.” (Baker
The text depicts a historical perspective on Middle Childhood, as during the twentieth century, children were viewed primarily as an economic source of income, in terms of providing for the family. According to the text this happens often in European counties and in parts of the United States. Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008. In this short review we will look at how this historical perspective in itself is not a question to how, but when these individual give.
According to Philippe Aris a famous sociologist who studied childhood saw it as a social and historical construction (Montgomery 2009) he believed childhood did not really exist until the sixtieth century before that children had been treated as small and inadequate adults (Penn 2008). Sociologist Rinaldi also believed that it is society and different times in history that created childhood (Neaum 2010) Mayall believes children lives are lived through childhoods constructed for them by adults understanding of children and what children are and should be (Kehily 2009) a sociologist who has a different idea would be James and Prout 1990 who believe childhood is both ...
While all societies acknowledge that children are different from adults, how they are different, changes, both generationally and across cultures. “The essence of childhood studies is that childhood is a social and cultural phenomenon” (James, 1998). Evident that there are in fact multiple childhoods, a unifying theme of childhood studies is that childhood is a social construction and aims to explore the major implications on future outcomes and adulthood. Recognizing childhood as a social construction guides exploration through themes to a better understanding of multiple childhoods, particularly differences influencing individual perception and experience of childhood. Childhood is socially constructed according to parenting style by parents’ ability to create a secure parent-child relationship, embrace love in attitudes towards the child through acceptance in a prepared environment, fostering healthy development which results in evidence based, major impacts on the experience of childhood as well as for the child’s resiliency and ability to overcome any adversity in the environment to reach positive future outcomes and succeed.
In the contemporary world, characterized by democracy, educators have the role of not only passing necessary skills for employment purposes, but also teaching values that will enhance citizenship. In other words, educating the whole child entails passing instructions that enhances patriotism and good citizenship, leading to poverty eradication through development, instilling morals and values, while enhancing co-existence among people in the society. As illustrated by Noddings (2005), in the democratic society schools have the obligation of going beyond teaching fundamental skills if the endeavor of educating the whole child is to be met. Importantly, it is apparent that learning institutions are secondary agents of socialization where children learn important virtues and values that are essential in the society as they spend the most part of their childhood in school. In this regard, educating the whole child means transmitting values through extra-curriculum activities where both genders are integrated and also via clubs and societies where children are taught to be responsible. As well, the education curriculum should educate the whole child through transmitting of vital cultural values that enable them to avoid stereotypes when they grow into their adulthood (Lumpkin, 2008). This is because education for the whole child enhances the development of cognitive skills, which enable the child to have an understanding of causal relationships and demonstrating tolerance towards other individuals (Preston & Andy,
There are proponents of the debate that childhood is disappearing which will be discussed in this section which include Postman (1983), Elkind (1981) and Palmer (2006). In considering these points of view which are mostly American, one must firstly set in context what is meant by the disappearance or erosion of childhood. This key debate centres on Postman (1983) who wrote “The disappearance of childhood” which is a contentious book about how childhood as a social category which is separate from adulthood is eroding. He defines a point where childhood came into existence, which was treated as a special phase in the middle ages based on the work of Aries in his book “Centuries of childhood” (1962, cited in Postman 1983). According to Postman, a major influence on how childhood was perceived differently to adulthood was the invention of the printing press and literacy in the mid sixteenth century. That is to say children had to learn to read before the secrets of adulthood in particular sex and violence was available...
Lenin was the leader of the Bolshevik or the “majority” faction of the ‘Russian Social Democratic Party’. Lenin had played a major role in the establishment of the USSR. The Union of Soviet Socialist Republic (USSR) came into being after the Socialist Revolution in Russia in 1917, which was led by Lenin. The revolution was inspired by the ideals of Socialism, as opposed to Capitalism, and the need for an egalitarian society. This revolution was one of the biggest attempts in human history to remove the institution of Private Property, led by the Provisional Government, and establish a society based on the principles of equality. In doing so, the makers of the Soviet Union gave importance to the state and the institution of the party. The Soviet political system centered on the Communist party, and no other political party or opposition was allowed. The economy was planned and controlled by the state. This group of countries, including the East European countries that the Soviet armies had liberated from the fascist forces and came under the USSR, was called the ‘Socialist Block’. After the Second World War, the Soviet Union became a great power; it had complex communication networks, vast energy resources, and an efficient transportation system. The Soviet Economy was then more developed than that
Children growing up in the modern world of today would rather stay inside and play on the internet, watch television, or play video games than go outside and play. Serious repetitive strain injuries suffered after spending hours glued to game consoles is up 60% since 2002 (Par. 5 Clarke). Technology and modern society have created lifestyle changes that are detrimental to the well being of children. First, this paper will discuss the effects of technology and modern society on the physical and mental health of the children. Second, the paper will discuss the dangers to children resulting from new technology. Lastly, the paper will discuss the modern lifestyle changes in families and their effects on the children.
The environment through which education is realized is critical for the learning children. In this aspect, there exist many forms of schooling that support education of children; public schooling, home schooling and private schooling. However, each method of schooling has its own advantages and disadvantages compared to other schooling methods. The above arguments are based on both home schooling and public schooling. Each schooling method focuses on pertinent issues that make the method as the most ideal compared to the other. Moreover, these arguments focus in realization of specific goals of education and education environments as indicated in each subheading.
These article are about parenting roles and the effect it has on raising our children and the development of a child. In fact, the author research has revealed that different parenting skills can influence a child’s social, cognitive, and psychological growth, which affects children both in the childhood years, and as an adult. The reason being is that children develop through a falling and the parent not rushing to make sure the child is okay this let the child know they will fall and it will hurt for a little while but it they are okay. The fact that parents are in a child’s life which will influence him/her either negatively or positively. This paper discusses some of the issues about being an overprotected parent and the effect it has on the child through adulthood.
“Wise societies, since the time of Plato, l have decided to make moral education a deliberate aim of schooling… to educate (not only for) character but intellect, decency as well as literacy, and virtue as well as knowledge (Likona, 12). Moral and ethical values are principles that are usually taught within the home at a young age, and continue to be nurtured as a child matures into an adult. In the past 20 years the United States along with the rest of the world has seen a change in the behavior and thought patterns of a new generation. There is an ongoing argument that these changes are happening because the children of our societies are more exposed to violence and sexual immorality now that ever before. Another argument is that personalism , or the rights and freedoms of a person’s individuality, has significantly increased since the 1960s (Likona, 9). In fact, Thomas Likona, who holds a doctorate in developmental psychology, says that any kind of constraint on a person’s freedom was perceived as intolerable (9).