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Depuis la crise économique de 2008, l'actualité est jalonnée de manifestations et de protestations. Occupy Wall Street aux États-Unis, Nuit Debout en France, Indignados en Espagne : ces mouvements se multiplient avec pour points communs la présence des jeunes et leur demande d'accès à l'autonomie. Les réponses que peut apporter l'État en la matière sont donc cruciales, au risque de faire émerger une « génération sacrifiée », non seulement souffrant de formes d'exclusion, mais pouvant également remettre en cause la légitimité des gouvernements et des systèmes démocratiques, comme les votes croissants en faveur des partis populistes parmi les jeunes le laissent penser. Cet ouvrage analyse ainsi la façon dont l'État promeut l'autonomie des jeunes en Europe en identifiant quatre modèles : le régime de citoyenneté habilitante, le régime de citoyenneté encadrée, le régime de citoyenneté de seconde classe et le régime de citoyenneté refusée.

Autonomy in youth.

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Autonomy in Adolescent Development : Towards Conceptual Clarity highlights a distinction between two notions of autonomy : autonomy-as-independence and autonomy-as-volition. The chapters in this volume illustrate how this distinction sheds new light on controversial questions regarding autonomy, such as : Is more autonomy always beneficial for adolescents' psychosocial adjustment ? Or are there limits to the amount of autonomy ideal for well-being and social adjustment ? Is autonomy a universally critical ingredient of optimal development ? Or do effects of autonomy differ by cultural context and socioeconomic status ? How can parents, siblings, and peers promote the development of autonomy ? Bringing together scholars from varied theoretical backgrounds studying autonomy in different contexts, this book provides an overview of recent conceptual and empirical work from diverse perspectives, yielding refreshing and thought-provoking insights into the nature of adolescent autonomy. Autonomy in Adolescent Development is invaluable for advanced students and researchers in adolescent development, acting both as a guide and as a source of inspiration for new research in the area.

Adolescent psychology. --- Autonomy in adolescence.

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Autonomy in adolescence. --- Youth --- Travel.

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As a figure of thought, the concept of freedom tends to shuttle between abstraction and ideal -- the first exemplified by Isaiah Berlin's contrast between negative and positive liberty, and the second by Philip Pettit's neo-republican conception of freedom as non-domination. Located within the realm of lived experience however, freedom is invariably forged from context-specific constraints, hence the title of the proposed pamphlet: degrees of freedom. The point of departure is to approach freedom as a practice which is 'conditioned' by enclosures of power/knowledge which are also enclosures of the imagination. In terms of destination, the objective is to explore the question of how to breach such enclosures, thereby opening out spaces for alternative ways of practising freedom to emerge. The analysis will encompass three fields of practice and examine how freedom is drawing inwards around the freedom to compete in a zero-sum game among winners and losers. To get to grips with the 'how' of this requires dispensing with analytical tools that operate on the basis of dichotomy (such as power/resistance, freedom/domination, top-down/bottom-up) while also stretching the analysis across distinct-yet-related fields of action. The book will thus begin with a brief discussion that sets out key concepts and ideas before putting these to work through an analysis of 1. Sport & Academia, and 2. Art.

Liberty. --- Autonomy (Psychology) --- Power (Social sciences)

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Warum und in welchem Sinne sollen wir „selbst denken“? In dieser philosophischen Studie wird anhand von Überlegungen zu Autorität, Autonomie und der Selbstkonstitution von Personen gezeigt: Wir haben uns selbst gegenüber die Pflicht, uns letztinstanzliche Autorität zuzuschreiben. Unser menschliches Selbstverständnis ist geprägt von dem Anspruch, selbst zu denken und zu entscheiden. Dem steht ein menschlicher Hang zu Autoritätshörigkeit und Verantwortungsabgabe gegenüber. Doch Hörigkeit, so lässt sich anhand von Überlegungen zur Selbstorganisation von Personen zeigen, ist Selbstboykott: Wer sich nicht selbst als letztinstanzliche Autorität begreift, nimmt sich die Möglichkeit des Lernens und damit der Selbstbildung zu einer Person mit einem eigenen, funktionalen Wertesystem. Wir müssen in einem bestimmten Verhältnis zu uns selbst und zu unseren Einstellungen stehen, um an sozialen Verbindlichkeiten Anteil nehmen und Adressaten von Pflichten und Normen sein zu können.

Self (Philosophy) --- Authority --- Autonomy (Philosophy) --- Philosophy.