“These collaborations, involving the understanding and support of young people, are vital endeavors–for both science and society. The future of civil society in the world rests on the young. Adolescents represent at any point in history the generational cohort that must next be prepared to assume the quality of leadership of self, family, community, and society that will maintain and improve human life. Scientists have a vital role to play in enhancing, through the generation of basic and applied knowledge, the probability that adolescents will become fully engaged citizens who are capable of, and committed to, making these contributions.” (9, Lerner & Steinberg)

The contemporary state of education often fails to help adolescents connect their experience in school with their experience of the real world. This fabricated division between society and a key social institution is quite detrimental not only to the learning of the student, but also to the potential of each student to impact his or her community and, in turn, improve their own lives. Dewey speaks extensively in “Moral Principles of Education,” about developing in students a “force of character” by which they acknowledge their obligation and ability to apply the lessons learned in school to their own lives and communities – be it on a local or global scale. Such an education will, according to Dewey, “give him such possession of himself that he may take charge of himself; may not only adapt himself to the changes that are going on, but have power to shape and direct them” (11, Dewey).
Towards the end of their article, Lerner and Steinberg begin to focus on the intersectionality of research on adolescent development and educational practice aimed at civic engagement. Lerner and Steinberg argue for situating the study of adolescent development within the proximal developmental periods in order that we may come to a better understanding of each period as well as development across periods. In much the same way, exploring the intersectionality between adolescent development and pedagogical approaches to developing “force of character” in students will benefit each area individually, as well as contribute to a much larger and vital understanding of overall social development that all academic fields should feel responsible for advancing. With such a lofty goal in mind, interdisciplinary cooperation becomes key. Lerner and Steinberg, among other researchers of developmental adolescence, have initiated efforts in this regard. It is now up to educators to incorporate their insights into instructional practices.