The idea that the adolescent period provides the ideal time within life to study the bases of positive human development frames what has become a defining feature of the field in its current, third phase. (Lerner & Steinburg, 2009)

I literally had to pause my reading of this article for a bit and take a breather as I forgot that the article was about a history of adolescent theories and not about its current state. Especially after reading Haeckel and Hall’s first phase theories. It makes me so appreciative of the fact that I am living through a phase that fits the most with my current beliefs – that adolescences are capable of great positive change.

It also causes me to reflect on the mailable nature of these societal beliefs. Of course I would feel most in-tune with current philosophical teaching practices; I am a product of those same beliefs. But we got here after what 3-4 decades? I wonder how theory will evolve from here and how I will change (or not change) with them.

When it comes to teaching and education I think a lot of people go straight to what feels most natural first. For example if you believe that dictations are the best way to spend class time then that is what you’re likely to do even if you don’t get the results you want or read about effective alternatives. While it is imperative for educators to stay, well, educated and informed about their field it is also important to be authentic. For now I am comfortable with being both informed and authentic but I worry about the day when I may have to sacrifice one for the other.