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Holden is the teenage mind in all its confusion, rebellion and irrationality, and in all its undefined hope for individual heroism.
If you work with teenagers, you eventually always end up asking yourself:
"WHY does s/he do that? It's not even helpful, realistic, smart, beneficial ..."
The answer is that the teenager is in a state of transition, moving from the relatively defined environment of childhood to the jungle of the adult world, and completely without tools to handle that journey. Using swearwords, trying different ways to tune out reality, not doing what one is supposed to do, those are all different methods of practicing the BIG SCARE. Growing up. Facing responsibility. Soon, soon, soon ... the teenager will have to earn money, make decisions, take care of others. And the weight is heavy on the young shoulders. Roaming the streets relaxes nerves. But still. There is an element of idealism in most teenagers' hearts. They don't usually want to fall into the traps of conventional evil. They want to change the world, make a difference. They are just struggling to come up with ideas how to do that, as their experience is limited. And they can't put their ideas into a wider context either. So being a catcher in the rye may make sense. It isn't necessarily the teenager's fault if nobody turns up where they wait to save lives, right? Teenage intentions are more often than not good. The results vary though.
And their verbal skills are developing in conjunction with their minds as well:
"Happily, some of them kept records of their troubles. You'll learn from them—if you want to. Just as someday, if you have something to offer, someone will learn something from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry."
Teenage minds are indeed more poetry than prose: fractured, fragmented, emotional, in the moment, beautiful and fleeting. Luckily, some of them remember later and share, - for us teachers to enjoy when we think it is impossible to understand the monsters that all of a sudden show up at the end of Grade 7, replacing lovely and enthusiastic children over night!
I hope some of my students use the long summer to enter the beautiful arrangement Holden suggests and read this classic. Hope's that thing with feathers...
If you work with teenagers, you eventually always end up asking yourself:
"WHY does s/he do that? It's not even helpful, realistic, smart, beneficial ..."
The answer is that the teenager is in a state of transition, moving from the relatively defined environment of childhood to the jungle of the adult world, and completely without tools to handle that journey. Using swearwords, trying different ways to tune out reality, not doing what one is supposed to do, those are all different methods of practicing the BIG SCARE. Growing up. Facing responsibility. Soon, soon, soon ... the teenager will have to earn money, make decisions, take care of others. And the weight is heavy on the young shoulders. Roaming the streets relaxes nerves. But still. There is an element of idealism in most teenagers' hearts. They don't usually want to fall into the traps of conventional evil. They want to change the world, make a difference. They are just struggling to come up with ideas how to do that, as their experience is limited. And they can't put their ideas into a wider context either. So being a catcher in the rye may make sense. It isn't necessarily the teenager's fault if nobody turns up where they wait to save lives, right? Teenage intentions are more often than not good. The results vary though.
And their verbal skills are developing in conjunction with their minds as well:
"Happily, some of them kept records of their troubles. You'll learn from them—if you want to. Just as someday, if you have something to offer, someone will learn something from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry."
Teenage minds are indeed more poetry than prose: fractured, fragmented, emotional, in the moment, beautiful and fleeting. Luckily, some of them remember later and share, - for us teachers to enjoy when we think it is impossible to understand the monsters that all of a sudden show up at the end of Grade 7, replacing lovely and enthusiastic children over night!
I hope some of my students use the long summer to enter the beautiful arrangement Holden suggests and read this classic. Hope's that thing with feathers...