12/12/2019 0 Comments
Emerging Adulthood - Essay Example
At this time, young people are mostly pursuing education, completing their academic studies and/or determining their adulthood destiny. They engage in a moment of deciding who they are and what they want out of school, work and love (Munsey, 2006). Their minds, in a confused progressive continuum, are unstable. For example, they are mostly torn between pursuing further education or settling and living with friends, romantic partner and working (Munsey, 2006). Separated from parent care and academic routines, young adults try to define their social niche in a particular society. The in-between feeling is marked by the stance where young adults claim that they are taking responsibility for themselves yet, from within, they do not feel completely like adults (Arnett, 2010; Munsey, 2006). While their minds are filled with constant optimism, expected adulthood outcomes are diverse.
There is quite a wide array of differences between this period and adolescence and adulthood. Adolescents, to start with, are continuously under the care of parents and school mentors. As so, they virtually get everything that they required at their disposal. At the ages above 12 and 19, children are thus unable to differentiate between the achievements and motives of their parents and other adults from theirs (adolescentsâ€™). They thus engage in utopian optimism thinking that everything is possible. On the contrary, emerging adults have a taste of adulthood and thus engage in experimentation of adult experiences. In academics, despite following traits of say a predefined role model, young adults undergo differentiation process where their choice of say a course of study is governed by their abilities manifestation. They specifically tend to negate from their parentsâ€™ choices upon realization of who they are and what they want to be later in life. Needless to say, young adults exhibit cognitive development by realizing cultural trends, societal
Ethan Frome as Fairy Tale
Edith Wharton's Ethan Frome is vividly real to its readers, its issues continually relevant to society, but through its structure and moral lessons, it is intended to be read as a 'fairy tale'.
Elizabeth Ammons discusses this 'fairy tale' in her article "Ethan Frome as a Fairy Tale," explaining that the novel is a "vision" of the narrator's. As evidenced by the introductory chapter, the narrator truly has few clues as to the real story of Ethan Frome, and these clues often are diverse, and what we are about to read is nothing more than a figment of the narrator's imagination based on certain facts he has learned. Ammons comments, "while Ethan's story will appear real and we can believe that the tragedy did happen, the version here is a fabrication . . . one of many possible narratives" (146). The story is fiction, not fact, and is mainly intended to entertain and instruct more than inform. Fairy tales themselves are by their very nature documents concerned with morality, never actual events. The psychological impact of Ethan Frome is far more lasting than the plot itself, for the plot is fictional but the issues are real.
The characters of Ethan Frome also fit the mold for fairy tales. ...
...their stomachs when they saw Ethan's feelings for Zeena, how they cheered their love on despite knowing that Ethan was already married, and how they cried to see Mattie, once vivacious, now paralyzed. Ethan Frome is a powerful fairy tale because we learn that in stories, as in real life, success isn't always guaranteed.
Works Cited and Consulted
Ammons, Elizabeth "Ethan Frome as a Fairy Tale" Tuscaloosa: University of Alabama Press, 1995.
Bell, Millicent. The Cambridge Companion to Edith Wharton. New York: Cambridge University Press, 1995.
Wharton, Edith. Ethan Frome. New York: Penguin Group, 1993.
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