現(xiàn)代大學(xué)英語(yǔ)精讀3uint1原文

1、people perceive themselves as well as how other peopleperceive them. According Piers and Landau, in anarticle discussing the theories of Erik H. Erickson inInternational Encyclopedia of Social Sciences (1979),identity is determined by genetic endowment (what isinherited from parents), shaped by envi

2、ronment, andinfluenced by chance events. People are influenced bytheir environment and, in turn, influence theirenvironment. How people see themselves in both rolesis unquestionably a part of their identity.While students are going through an identity crisis, theyare becoming independent from their

3、parents, yet areprobably still very dependent on them. Thisindependence / dependence struggle is very much apart of the later adolescence stage. fact, it may beheightened by their choice pursue a college education.Immediately after graduating from high school, somegraduates choose enter the work wor

4、ld. As a result ofthis choice, they may become financially independentfrom their parents. But college students have chosen grow and learn new skills that take years develop, sothey probably need atleast some degree of dependenceon their parents. his April 1984 article Psychological Separation of Lat

5、eAdolescents from Their Parents in the Journal ofCounseling Psychology, Jeffery A. Hoffman observed thatthere are four distinct aspects psychologicalseparation from ones parents. First, there is functionalindependence, which involves the capability ofindividuals take care of practical and personal a

6、ffairs,such as handling finances, choosing their own wardrobes,and determining their daily agenda. Second, there isattitudinal independence, which means that individualslearn see and accept the difference between theirown attitudes, values, and beliefs and those of theirparents. The third process of

7、 psychological separation isemotional independence. Hoffman defines this processas freedom from an excessive need for approval,closeness, togetherness, and emotional support inrelation the mother and father. For example, collegestudents would feel free select the major that theywant pursue without f

8、eeling they must have parentalapproval. Fourth is freedom from excessive guilt,anxiety, mistrust, responsibility, inhibition, resentment,and anger in relation the mother and father. Collegestudents need stand back and see where they are inthe independence / dependence struggle.Probably one of the mo

9、st stressful matters for youngcollege students is establishing their sexual identity,which includes relating the opposite sex andprojecting their future roles as men or women. Eachmust define her or his sexual identity in a feminine ormasculine role. These are exciting times yet frustratingtimes. Pr

10、obably nothing can make students feel lower orhigher emotionally than the way they are relating whomever they are having a romantic relationship with.For example, when I was working with a young collegestudent, he bounced into my office once with a smile onhis face and excitement in his voice. The y

11、oung mandeclared, Ive just had the best day of my life! He wenton explain how he had met an extraordinary youngwoman and how this relationship was all he haddreamed a romantic relationship should be. That sameyoung man came into my office less than a week later,dragging his feet with a dismayed, dej

12、ected look on hisface. He satdown in the same chair, sighed deeply, anddeclared, Ive just had the worst day of my life! He andthe young woman had just had an argument, and theirrelationship was no longer going well. Thus, the waystudents are relating those of the opposite sex has adefinite influence

13、 on their emotions.At the same time, these young adults are learning how give and receive affection in the adult world. Thisaspect of growth deals not only with interaction with theopposite sex but with friends of both sexes and all ages.As they grow and reach young adulthood, the way theyrelate oth

14、ers changes. is a time when they as adultsshould think about how they relate and show properrespect for peers, how they relate the children andyoung adolescents in their lives, and how they relate their parents and show them affection. For example,when Iwas a graduate student atSouthwestern BaptistT

15、heological Seminary, Ivisited my parents after Ihad justfinished a course in counseling. During the course Ihadcome realize that while my world was expanding andnew options were opening for me, my father, who was inhis sixties, was seeing his world shrink and his optionsnarrow. During my visit home,

16、 my father and I hadseveral conversations in which we discussed the contentof my course and how it applied our lives. I foundmyself seeing my father in a different way and relating him as a friend whom I could encourage. I wasconsciously encouraging the man who over the yearshad encouraged me. I was

17、 relating my father in adifferent way.Another change for college students is internalizing theirreligious faith, their values, and their morals. Since birth,one or more parents have been modeling for them andteaching them certain beliefs, values, and morals. their adolescent years, however, these ma

18、tters arequestioned and in some cases rebelled against. Now, asyoung adults, they have the opportunity decide forthemselves what beliefs, values, and morals they aregoing accept for their lives. the late sixties, a youngwoman from a background that was extremelyprejudiced against people from other r

19、aces came college convinced that her race was superior. She wasdistressed because she had been put into a dorm thathad people from a variety of ethnic backgrounds. Overthe next four years, this student, who considered herselfintelligent, found herself in classes and social events inwhich people of o

20、ther races performed as well as ormore competently than she did. As she finished hersenior year, she had grown realize that people ofother races were not only equal her but were peoplewho could be her friends and from whom she couldlearn. These religious, moral, and ethical values that areset during

21、 the college years often last a lifetime. addition affirming personal values, college studentsdevelop new ways organize and use knowledge. Thechallenges of academic life not only introduce them new knowledge but force them evaluate how theygather, process, and apply knowledge in their lives. Forsome

22、, this will be a painful experience, but for all it willbe a growing experience. One student with whom Ihadworked went on become an English teacher. Sheshared with me how her attitude toward literaturechanged during her college years. In high school Imadegood grades in English, she observed, but the

23、 materialmeant very little me. She then went on explainhow in college she came realize that literature is oneof the best ways understand a culture. Her way oflearning had changed. All students should be aware ofhow they react new knowledge and new ways oflearning, how they process the knowledge pres

24、ented them, and how they organize this knowledge.And last of all, these young adults are becoming worldcitizens, are becoming aware not only of other groups intheir own culture but also of people of other cultures. Asthey meet these people and interact with them, theyfind themselves being introduced

25、 new ways of life andnew ways of interpreting life. As they do so, they growand become more mature people. A student attending acommunity college in his home town explained how as astudent he came know a student from a Third Worldcountry a country he had not even heard of before.The international student, who expected beappointed an important governmental position whenhe returned home, had a brother who taught law atthemajor university of his country. The American studentand the international