学术青年作为社会发展新阶段的代表。在成年早期的身份条件下

Alicja Ławiak
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摘要

Ławiak Alicja,学术青年作为一个社会发展新阶段的代表。关于年轻时的身份状况。文化-社会-教育no . 2(16) 2019,波兹纳齐2019,pp. 235-244,亚当·米奇维奇大学出版社。ISSN 2300 - 0422。DOI 10.14746 / kse.2019.16.15。后现代现实,包括大量的变化和不断扩大的提供量,迫使个人不断重新定义自己。一个生活在当代现实中的人永远在寻找自己的身份,以便最终找到最合适的身份,而这个身份(现在通常是这样)并不存在。年轻人在教育提供的范围内做出选择。他们往往决定学习,因为学习是他们推迟进入成年期的原因,也是他们承担特定于青年时期的社会角色的原因。在做出这种选择的过程中,年轻人进入了所谓的“初成期”,这是一个新的、独立的发展阶段,介于青春期和青年期之间。他们不再经历青春期的复杂过程,然而,他们并不总是有一个成熟的身份。他们发现自己处在一个以激烈探索为特征的时期。本文试图描述这一阶段的具体情况,并概述了有关成年早期特征的识别问题处理模式的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Academic youth as a representative of a new phase in a social development. On the condition of identity in early adulthood1
Ławiak Alicja, Academic youth as a representative of a new phase in a social development. About the condition of identity in youthfulness. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 235–244, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.15. The post-modern reality, including the multitude of changes and expanding volumes of offers force the individual to continually redefine themselves. A person existing in contemporary reality is permanently on the search for their identity, in order to finally find the most suitable one, which (as it usually turns out nowadays) does not exist. Youths make a choice within the range of education offers. They more often than not decide to study, with studying being the reason for delaying the moment of entry into adulthood and taking over social roles that are specific for the period of young adulthood. In making this choice, young people enter the phase of so-called emerging adulthood, which for a while now has been a new, separate phase of development, fitting in between adolescence and young adulthood. They are not passing through the complex process of puberty any more, however, they do not always have a mature identity. They find themselves in a period characterised by intense exploration. The article attempts to describe the specifics of this stage, additionally presenting an overview of studies on the mode of coping with issues of identification characterising the early adulthood period.
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