{
  "format": "arthurs-review-publication-proof/v1",
  "createdAt": "2026-09-27T19:44:08.524Z",
  "publicUrl": "https://blog.leesaitool.com/society/you-just-cannot-blame-the-teens",
  "publishedAt": "2026-09-27T19:44:08.524Z",
  "updatedAt": "2026-09-27T19:44:08.524Z",
  "article": {
    "titleZh": "你没资格怪青少年",
    "titleEn": "You Just Cannot Blame Teenagers",
    "slug": "you-just-cannot-blame-the-teens",
    "category": "society",
    "excerptZh": "别再说你的孩子了。",
    "excerptEn": "Give teenagers real power, or stop blaming them for what they do without it.",
    "seoDescription": "",
    "bodyZh": "### 本文由AI翻译，需要的话请看英语原文\n\n1833年，英国通过了一部法律，禁止九岁以下的儿童做工。九岁到十三岁的孩子每天最多工作八小时，还必须接受两小时的学校教育。\n\n到了1876年，一项针对这部法律执行情况的调查发现，禁止童工的规定并没有得到很好的落实。调查者于是提出，要结束童工，唯一的办法是实行义务教育：五岁到十岁的儿童必须上学。后来，义务教育覆盖的年龄范围又扩大了。\n\n这套制度从设计之初就有两个基本目的：看管和同化。事实上，就是把孩子放在一个有人管、出不了事的地方，再用同一套模式培养他们，好让社会和生产体系以后用得上。\n\n到了青春期，他们已经不是小孩子，却依然没有成年人享有的权利。他们必须遵守成年人定下的规则，但不能像成年人那样参与制定规则。\n\n有人会说，这个年纪的人还不会自己做决定，容易冲动，喜欢冒险。可科学研究表明，到了十六岁，青少年的许多认知能力已经发展得相当充分。至于成熟、谨慎，也未必是年龄自动带来的。很多时候，人只是吃过亏，才学会了小心。\n\n哪个成年人没经历过这种阶段？可能是十几岁，也可能是二十几岁，做过一件如今想起来都觉得糟糕的事，然后才慢慢学聪明。就算你说成年人更务实，又有谁没因为当年不够务实，吃过一次大亏？\n\n看看同龄的贫困黑人孩子和富裕白人孩子，人们对他们的“成熟”会有多么不同的评价，你就知道：所谓成熟，往往和一个人被迫承担了多少后果有关。\n\n但按照上面这套制度安排，青少年不能真正参与经济生产，也不能真正参与决策和政治。\n\n这样一来，很多成年人嫌他们聊的话题幼稚、无聊、低俗，也就没什么好奇怪的了。成年人觉得他们把时间都花在毫无意义的东西上，这又有什么好奇怪的？\n\n青少年手里几乎没有真正的经济权力和政治权力。他们能够支配的，只是同龄人之间那套评价彼此的规则：谁受欢迎，谁有面子，谁跟得上潮流。而这套规则一般围绕看得见、比得了的东西运转，比如消费、穿着和流行语。你不让他们参与那些成年人眼中“更重要”的事情，又指望他们天天围着政治、学术和“重要的”事务聊天，努力吗？\n\n想解决电子游戏成瘾？想解决短视频上瘾？想解决无节制花钱买衣服、氪金抽卡的问题？那先让青少年有权参与现实世界里真正重要的事，让他们做决定，也承担决定的后果。别拿你想象中很有意义的社区志愿活动、小组讨论和社交活动来充数。\n\n我知道，你做不到。\n\n那就别再怪你的孩子了。你把一只小狼从小拴在木桩上，说这是“训练”。等到终于松开绳子，又惊讶地发现它只会对着月亮嚎，不会捕猎。这能怪狼吗？",
    "bodyEn": "In 1833, UK passed the first effective law to end child labor for children under the age of nine. Children between 9 and 13 can only work for 8 hours a day, and they will have to get 2 hours of school education each day.\n\nIn 1876, a loyal investigation of the execution of that previous law found that the ban of child labor is not very well enforced, and they suggested that compulsory education is the only way to end child labor. In that law, it is stated that child between five to ten must go to school. The age range is expanded later. \n\nOn its design, the system of compulsory education for children has its basic target being “custodial” and \"assimilation\", which means to safely monitor the children and to load all children into the same model for the easy use of society and its productions. \n\nOn this stage of their life, it is designed that teenagers are deprived of the rights that adults have, and they will have to conform to the rules of adult live. \n\nSome would argue that children at this stage are not capable of deciding for themselves and would be risk-seeking. Unfortunately for them, scientific evidence has shown that the teenager brain, or its cognitive capabilities, is already fully prepared at the age of sixteen. Maturity and carefulness, as in contradiction of some might believe, are not products of older age, but products of negative experiences. \n\nWhat adult hasn't gone through a phase, maybe in their teenage years, maybe in their twenties, where they did something truly terrible, only to wise up afterwards? Let's suppose adults are more pragmatic; yet, who among them hasn't suffered a major setback precisely because they lacked that pragmatism earlier?\n\nComparison of maturity between poor black children and rich white kids of the same age can precisely display this process. \n\nAs a result of all these design policies above, it is decided that teenagers will not be allowed to participate in economic production, decision making or politics. \n\nThis limitation will itself be able to explain why teenagers would talk about seemingly naive or boring or vulgar and dull topics. This can also explain why they spend all their time on seemingly meaningless and time-wasting products. \n\nAdolescents possess virtually no real economic or political power; the only authority they control is the \"status system\" through which they evaluate one another. This system is inevitably grounded in visible, comparable items, such as consumerism, fashion, and slang, rather than in abstract political, academic, or the perceived-by-adults \"higher-level\" topics.\n\nWanna fix videos games? Fix short videos? Incessant spending on fashion, pay-to-win? First give teenagers the real power to participate in real world, substantial events(w/ consequences for sure), not just your imaginarily powerful community volunteering or group discussions or social activities. \n\nI know, you can't meet the requirements above, then quit blaming your children! For you cannot chain a wolf to a post its whole cub-hood, call it \"training,\" and then act baffled when, upon release, all it knows how to do is howl at the moon instead of hunt.",
    "coverImagePath": null,
    "tags": []
  }
}