Chaves, Camila Language and Written Expression IV ISFD 30 ____________________________________________________________________________
Irupé, the Water Rose: A legend to reflect upon teens‟ risky behaviour Teenagers are natural risk-takers. They seem to feel the necessity to experience dangerous and unpredictable situations. During adolescence, boys and girls are willing to take risks and to test their limits. But, why is it so? American psychologist and educator, G. Stanley Hall (1904, cited in J. J. Arnett, 1999) proposed that adolescence is a time of “storm and stress”. Hall considered that, in this period, all young people undergo a process of emotional and behavioural changes, before they establish a more stable balance in adulthood. These changes affect all aspects of their life, and school is not an exception. According to Hall, one of the main characteristics of this period of “storm and stress” is risky behaviour. We, as teachers, are constant witnesses of this. The classroom is a context in which teenagers share a significant amount of time with peers and adults and in which such risky behaviour is displayed. Whenever adolescents rebel against their teachers, make use of violence against their peers or surpass the limits imposed on them, they take risks. Irupé, the Water Rose is an Argentine legend in which adolescents‟ risky behaviour is reflected. The legend is about a love story between a girl, Morotí, and a boy, Pitá. In the legend, Morotí is described as a beautiful girl who is very proud of her boyfriend, and Pitá is depicted as a very courageous and strong young man, who is always willing to fulfil his girlfriend‟s demands. And it is this willingness what makes him put his life in danger. Since in order to prove his girlfriend how brave he is, he risks his life. So it is precisely the boy‟s action what emulates the adolescents‟ risky behaviour. By establishing a connection between the Argentine legend Irupé, the Water Rose and adolescents‟ risky behaviour, the aim of this paper is to show that this legend can be a source for teachers to discuss with adolescent students about their risky behaviour and its consequences. In her book Classic Connections: Turning Teens on to Great Literature, H. Koelling states that between the ages of 15 and 16, teens “...do not have a sense of their own mortality” (Koelling, 2004). Despite the fact that this is a true reason for adolescents to take risks, research shows that adolescents‟ risky behaviour goes beyond the sense of mortality. Research suggests that adolescents‟ necessity to experience risks is normal within their process of maturation. In addition, despite common belief, adolescents do not take risks just because. It has been proved that “adolescent risk behaviors are functional, purposive, instrumental, and goal-directed and that these goals are often central to normal adolescent development” (Jessor, 1991). Jessor also states that “these goals can be instrumental on affirming maturity and marking a transition out of childhood and toward a more adult status” (Jessor, 1991). In the Argentine legend, Irupé, the Water Rose, the main character, Pitá, takes a big step towards adulthood. In an attempt to prove his bravery, his girlfriend asks him to recover a bracelet she had thrown into a dangerous river. Without a doubt, the boy submerges in the waters. By doing this, he not only demonstrates his love for his girlfriend, but also his courage. This demonstration means an affirmation of maturity. The boy does not show any sign of fear; he takes a considerable risk by putting his life in danger. Therefore, he ends up behaving as a brave man, and not as a coward child. As it has been mentioned before, we, as teachers, are able to observe our students and their risky behaviour. Nevertheless, our mission is not only to observe them, but also to help our students become self-aware of their own actions. The classroom can be a place in which students reflect upon the risks they take.