ideology
Ideology explores the extinction of experience, the consequences of excessive protection and the safety trap, the dignity of risk, and how to preserve democracy and the spirit of youth within our educational environments.
extinction of experience
Adolescence, a critical period of exploration and self-discovery, is increasingly marked by the extinction of direct, unmediated experience. This is not only impacted by social media but an ideology of safety that has been growing since the 1980s. Taking risks can lead to hurtful outcomes, but we should also mediate this with increased knowledge about the potential benefits of roaming, outdoor and risky play, and unsupervised opportunities for youth to engage with one another.
Shielding teens from risks and responsibilities—often driven by well-meaning parents—prevents them from building the resilience needed to face life’s challenges. Exposure to manageable risks and the opportunity to take on responsibilities are essential for fostering independence, problem-solving skills, and self-confidence. Overprotection is a safety trap that can infantilize youth, leaving them ill-prepared for adulthood. We need a balanced approach where adults provide support but allow youth to navigate difficulties, viewing struggles as opportunities for growth rather than threats to be avoided. Resilience emerges not from isolation from adversity, but from engaging with it in a supportive context.
the safety trap
dignity of risk
The "dignity of risk," a concept often attributed to disability advocate Robert Perske, refers to the fundamental right to take chances and experience the consequences—both positive and negative—as a means of personal growth and autonomy. In adolescence, this principle is crucial because it allows teens to step beyond the safety net of overprotection and test their limits, fostering resilience, self-reliance, and decision-making skills. By encountering manageable risks—like navigating social conflicts, pursuing ambitious goals, or even failing at tasks—adolescents learn to adapt, recover, and build confidence in their abilities. Denying them this dignity, often through excessive control or intervention, can stunt their development, leaving them dependent and fearful of uncertainty. Embracing the dignity of risk respects teens as capable individuals, equipping them to thrive in an unpredictable world rather than merely survive in a padded one.
Democracy and the spirit of youth are deeply intertwined. Learning through experience and social engagement are critical pathways for a vibrant democratic life. Democracy is not just a political system or the casting of a ballot, but a way of living that thrived on active participation and open inquiry — qualities that mirror the curiosity and energy of youth. Education should harness this spirit, encouraging youth to experiment, collaborate, share their opinions, and solve problems collectively, thus preparing them to sustain a dynamic democracy. Youth are a vital force for democratic renewal, particularly through their openness to new ideas and capacity for empathy. Engaging young people in community life — through shared experiences and service — can break down social barriers and foster a participatory ethos. Youth as both the beneficiaries and architects of democracy, nurtured through active, communal, and reflective involvement in the world.