The article presents the problem of the identity formation of an adolescent, in the context of the most socially significant reference group – the family. Adolescence is a time for searching for answers to many questions about the sense of life, goals, values, priorities. The individual identity formation process is a unique developmental opportunity, but at the same time a difficult period for those growing up, as well as their family. The article discusses the main directional changes which accompany identity formation and presents the social context of this process. It is a parental task to create a safe space of living together for their growing children, where there are common beliefs about values, ideals and life priorities. The article especially highlights the meaning of spiritual and world-view questions, which – as a basis of parents’ lives - give directions to their children’s pursuit of answers to the basic questions accompanying identity formation.
Thanks to unprecendented technologies and applications, the media space is constantly expanding, social media is gaining ground in the lives of children and adolescents, and the discussion about the positives and potential risks associated with it is intensifying. Based on theoretical and research findings, the paper maps the use of social media in relation to adolescents and their mental health. At the same time, emphasis is placed on the justification of adequate orientation, critical approach and critical appreciation of the offered media contents, with attention focused on the family and its potential in the given context.
Author of this article describes characters and themes of Dragonlance saga, one of Dungeons & Dragons worlds, written by Tracy Hickman and Margaret Weis. He notes that Heroes of the Lance are „transistional” - although they are adult in physical sense, they also have problems of teenagers and are close to young readers in regard that they must grown up, too. He also notes that the whole Dragonlance saga is transitional – placed between heroic fantasy of Tolkien and dark fantasy of Sapkowski, between fairytale-like world of Lewis and „realistic” world of Martin. He concludes that although Dragonlance main function is to entertain the reader, it can show some ethical behaviour, too.
The Land of Aeternal Hapiness is Wojciech Sitek's review article dedicated to the first monograph in the Polish language, dedicated to films on coming of age. Karolina Kostyra, the author of the book Wiosenna bujność traw. Obrazy przyrody w filmach o dorastaniu, observes that within the coming of age genre nature affects young people in a particularly significant way. During puberty, it is always so fertile and expansive that it abducts the adolescent into its depths and transforms them forever, preparing them to face adult life. At times, the publication, which nominally represents the discipline of film studies, transmogrifies into a general reflection upon the world and the place of the human in its all-encompassing order. The Author attempts to penetrate the essence by resorting to a variety of sources: she seeks adequate tropes in the Jungian mythographic criticism, she alludes to the motifs of magical and religious symbols as described by Mircea Eliade, and follows Bruno Bettelheim in reflecting upon the externalizing function of a folk tale. Her personal, emotionally vested reflection and the melancholy tone of the book closely correspond with the overarching themes of the coming=of-age films. The yearning thus has its source in the experiences of the proatonists as well as in the personal quest of the Author, who remains vividily engaged in her account of the tales of the borderlands between childhood and adulthood.
PL
W Krainie wiecznego szczęścia Wojciech Sitek recenzuje pierwszą polskojęzyczną monografię poświęconą filmom o dorastaniu. Karolina Kostyra, autorka książki Wiosenna bujność traw. Obrazy przyrody w filmach o dorastaniu, zwraca uwagę, że w ramach gatunku coming of age natura w sposób szczególny oddziałuje na młodych ludzi. W czasie dojrzewania jest tak płodna i ekspansywna, że porywa w swoje głębie i na zawsze odmienia adolescenta, przygotowując go do podjęcia dorosłego życia. Filmoznawcza publikacja przybiera momentami kształt ogólnohumanistycznej refleksji nad światem i miejscem człowieka w rozległym porządku. Istotę związku między człowiekiem i przyrodą autorka próbuje zgłębić sięgając do różnych źródeł – poszukuje tropów w Jungowskiej krytyce mitograficznej, przywołuje rozpoznane przez Mirceę Eliadego motywy symboliki magiczno-religijnej, zaś za Bruno Bettelheimem rozpatruje eksternalizującą funkcję baśni. Osobista i emocjonalnie zaangażowana refleksja oraz melancholijny ton książki ściśle korespondują z tematyką podejmowaną w filmach o dorastaniu. Tęsknota płynie więc tutaj zarówno z przeżyć bohaterów, jak i z poszukiwań autorki, żywo zaangażowanej w relacjonowanie opowieści o pograniczu dzieciństwa i dorosłości.
W wierszach Izabeli Filipiak proces wychowania jest zawsze tym, co inicjuje, prowadzi i kończy rodzic, jest to więc proces jednostronny i narzucony, polega w istocie na „przeszkadzaniu” w dojrzewaniu do pełnej, własnej, odrębnej niż rodzicielska osobowości. W utworach przyjęta została perspektywa dziewczynki, która pragnie zbuntować się przeciwko narzuconej identyfikacji z rodzicielskimi wzorcami osobowymi – też wzorcami płci i heteroerotycznej identyfikacji. Jednak bohaterka, zamiast skupiać się na „wsłuchiwaniu” w siebie i swoje potrzeby, wsłuchuje się w potrzeby i pragnienia wychowawców. Wychowanie i dojrzewanie zamienia się w tresurę, w uwięzienie w cudzych wyobrażeniach na swój własny temat. Jeśli dziecko czuje wewnętrzny opór przed narzuconymi wzorcami, to ten aspekt dziecięcych życiorysów staje się traumą. Dojrzewanie nie przeradza się w uzyskanie pełni, ale jest raczej jak lepienie Golema czy Frankensteina, „spotwornianiem” osoby. Dziecko dojrzewa za cenę własnej (symbolicznej) śmierci, zapomnienia o swoich (pozaspołecznych) pragnieniach i potrzebach. Relacja z rodzicami jest gwałtem i przemocą, którą w opisanym układzie nazywa się „miłością”. Odrzucenie ich celów wychowawczych staje się klęską nie tylko rodziców, lecz także społecznego porządku. Ze strachu przed anarchią dziecko z rezygnacją poddaje się wychowawczej przemocy.
EN
In Izabela Filipiak’s poems, the process of education is always initiated, guided and finished by a parent, therefore it is one-sided and imposed. It “impedes” the maturation of personality that is full, self-owned and independent from the parental one. The viewpoint adopted in the poems is the perspective of a girl who wants to rebel against the imposed identification with parental patterns of personality – also sexual patterns and heteroerotic identification. However, the main character concentrates on her educators’ needs and desires instead of “listening” to herself and her own needs. In this context, education and growing-up change into training and imprisonment in someone else’s perception of the self. If a child feels internal resistance against the imposed models, then this aspect of its biography becomes traumatic. Growing up does not become achieving fullness, but rather resembles molding Golem or Frankenstein, with the “monstrosity” of a person. The child grows up at the price of her (symbolic) death, forgetting about her own (meta-social) desires and needs. The relation with the parents is violation and violence that is named “love” in the described system. The rejection of their pedagogical goals becomes not only the parental failure, but also the failure of social order. Fearing anarchy, the girl resignedly subdues herself to pedagogical violence.
Fragment wydanej w 1952 r. powieści ukraińskiej pisarki Iryny Wilde, jednego z jej najlepszych utworów. „Pełnoletnie dzieci” to autobiograficzna powieść podejmująca problem dojrzewania i kształtowania się osobowości młodego bohatera.
EN
Excerpt from the best novel by the Ukrainian writer IrynaVilde, “Grown-up Chil-dren” (“Povnolitnidity dity”), published in 1952. It is an autobiographical novel which discisses the young protagonist’s path to adulthood.
The article, while focusing on the protagonist-narrator, demonstrates the structures that are typical of the novel of education and consequently points to the genre of the newest work by Carmine Abate, entitled Il Bacio del Pane. Over the course of one summer, Francesco—mostly because of his having met Lorenzo, the main witness in a mob trial who was forced to hide in the ruins of the old mill, near Spillace—turns from a careless teenager into a youth who becomes dramatically aware of such serious problems running in his community as the existence and operation of organised criminal groups. What is presented, then, are the psychological processes that take place in the internal world of the main character, who can also correctly describe the state he finds himself in. The analysis is carried out in relation to different theories (Bachelard, Freud, Jung).
IT
L’articolo, accennando alla tradizione del Bildungsroman e all’evoluzione del genere nella letteratura italiana contemporanea, si incentra sull’analisi del processo formativo che avviene in Francesso, uno dei protagonisti dell’ultimo romanzo di Carmine Abate intitolato Il bacio del pane (2013). Vista la scoperta di alcuni meccanismi negativi presenti nella realtà circostante, l’adolescente subisce una profonda trasformazione psichica, diventa più maturo e capace di notare come sia cambiato. Viene rilevato come sulla sua formazione influisca la storia di Lorenzo, un uomo sconosciuto costretto a nascondersi dalla mafia nelle rovine del vecchio mulino situate nei dintorni di Spillace, la località in cui si svolge l’azione. L’analisi è basata sulle teorie di studiosi come: Bachelard, Freud, Jung.
W artykule zaprezentowano wyniki badań terenowych przeprowadzonych w grupie osiedli wiejskich na górze Majevica w północnowschodniej Bośni. Cel badań związany był z etnopedagogicznymi problemami i zagadnieniami procesu dorastania i wychowania w tradycyjnych rodzinach bośniacko-hercegowińskich w społeczeństwie wiejskim w pierwszej połowie dwudziestego wieku. W badaniach starano się uzyskać wgląd w procesy dorastania i najistotniejsze wzory wychowania po nich następujące, które zmieniły się i zostały częściowo utracone w drugiej połowie dwudziestego wieku. W badaniach wykorzystano metodę wywiadu intensywnego, a istotne dane zebrano w bezpośrednich kontaktach z narratorami (badanymi), którzy urodzili się w latach 1900–1945. Najważniejsze wyznaczniki wychowania w rodzinie w tradycyjnym wiejskim społeczeństwie zostały zaprezentowane w opisach codziennych zajęć związanych z narodzinami dziecka, podtrzymywaniem życia i zdrowia nowo narodzonego, wspieraniem jego duchowego i fizycznego rozwoju, pozycją w rodzinie, relacjami z rodzicami i innymi starszymi w środowisku, stosunkiem dzieci do rówieśników, wartości, pracy oraz własności. Co więcej, ukazano znaczenie dziecięcych obowiązków związanych z pracą, podobnie jak dziecięce zabawy, religijne wychowanie w rodzinie, jak i działania edukacyjne związane ze stosunkiem do sierot i dzieci pozamałżeńskich oraz opiekę nad duchowym i fizycznym zdrowiem dzieci i ich higieną osobistą.
EN
This paper will present the results of a field study that was conducted within a group of rural settlements on the Majevica Mountain in north-east Bosnia. The aim of the research was related to ethno-pedagogical problems and aspects of the process of growing up and upbringing in traditional Bosnian-Herzegovinian families in a rural society in the first half of the twentieth century. The research seeks to achieve insight into the processes of growing up and the most significant patterns of upbringing that followed these processes and which were modified and partially lost in the second half of the twentieth century. The method of intensive interviews has been used during the research and the relevant data was collected in direct contact with narrators (examinees) who were born between 1900 and 1945. The most important determinants of family upbringing in a traditional rural society are presented through descriptions of educational actions related to the birth of a child, preserving the life and health of a newborn and encouraging his spiritual and physical development, the position of the child within the family, the relationship with the parents and other elders in the environment, the children's attitude towards their peers, and attitudes towards values, work and property. In addition, the importance of the children’s work responsibilities is presented, their games and religious upbringing within the family upbringing, as well as the educational provision related to the attitude towards orphans and illegitimate children, and the taking care of the spiritual and physical health and personal hygiene of the children.
Iwona Siekierzyńska school film Missy takes up the theme of a girl’s unfulfilled love for a priest. Her dog named Ledwosz not only accompanies her in the experience of encountering the man in cassock, while his anointing of a sick neighbor, but also triggers the situation that caused her infatuation. This brief and accidental contact with the priest turns out to be a breakthrough experience for the teenage girl looking for love and attention. It means her entering the adult world in which it is easy to miss a crucial moment, or hurt somebody’s feelings quite unconsciously. The young girl’s experience of the brief encounter will remain in her forever. The relation between the female character and her dog from the short film was the inspiration to consider the similarities between Missy and Three Colors: Red, by Krzysztof Kieślowski, who was the artistic supervisor of Siekierzyńska’s film. In both films it is a dog that initiates the process resulting in metaphysical experience for the main characters.
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