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Do we acquire it throu

These theories, however, were developed in a time when learning was not impacted through technology.

In many fields the life of knowledge is now measured in months and years.

There, Hall objected vehemently to the emphasis on teaching traditional subjects, e.g., Latin, mathematics, science and history, in high school, arguing instead that high school should focus more on the education of adolescents than on preparing students for college.

Hall believed that humans are by nature non-reasoning and instinct driven, requiring a charismatic leader to manipulate their herd instincts for the well-being of society. He predicted that the American emphasis on individual human right and dignity would lead to a fall that he analogized to the sinking of Atlantis.

Hall coined the phrase "storm and stress" with reference to adolescence, taken from the German Sturm und Drang movement. Its three key aspects are conflict with parents, mood disruptions, and risky behavior.

The first-year students averaged 52 minutes per day on social networks such as Facebook. On average, they sent between 11 and 20 text messages per day and spent 45 minutes texting or talking on a cell phone. Most students had between 150 and 200 Facebook friends.

More significantly, Jacobsen’s analysis reveals that Facebook and cell phones facilitated face-to-face interactions for this group of students. Initially the researchers suspected that digital media would partially replace offline socializing. Instead they found that face time increased by 10 to 15 minutes for every hour spent with social media and cell phones.

Dr. Haught introduced theologian Paul Ricoeur’s concept of the three stages of religious faith

The first stage, childlike faith, may be likened to the clear, unimpeded view that one enjoys standing atop a tall mountain.7 As children, our faith is simple and uncritical, and we can see clearly in every direction.

The second stage Ricoeur calls the desert of criticism. At some point, often during adolescence, we descend from the mountain of childlike faith and enter the critical world. We might label this world “high school” or, better yet, “college.” Here we find that others do not share our faith. In fact, some openly disparage what we hold dear. We learn that the very idea of faith is thought by many to be childish or delusional. We may become skeptical, perhaps even cynical.

both individuals and societies needed to learn how to adapt to and manage the sources of over-rapid change.

Possibly the best section in the book is that on education. Here he advanced a powerful critique: ‘what passes for education today, even in our ‘best’ schools and colleges, is a hopeless anachronism.’ He then added: for all this rhetoric about the future, our schools face backwards towards a dying system, rather than forwards to an emerging new society. Their vastenergies are applied to cranking out Industrial Men - people tooled for survival in a system that will be dead before they are. (2) The thesis was then advanced that the prime objective of education should be to ‘increase the individual’s ‘cope-ability’ - the speed and economy with which he can adapt to continual change.’ (3) Central to this was ‘the habit of anticipation’. Assumptions, projections, images of futures would need to become part and parcel of every individual’s school experience.