The identity of students from the circle of postmodern culture

The article is an attempt to construct the identity of the academic youth born in the 90s of the 20th – century. It is the youth from the postmodern circle. In the postmodern circle–everything is smooth, fading, deprived of obligations, but with a full possibility of escape from an adverse environment. The model of the identity of this youth – 19–24 years old, oscillates between the moratory morality and the one that is dispersed. The difference between this two models is based on the fact that in the moratory model, life is a constant choice, however this choice is performed from the intrinsic “alternative orientations” and in the dispersed identity the unit does not have a set of intrinsic orientations, it finds the foot holds outside. It can be said that the youth’s postmodern identity (or the students’ identity) very often is dispersed, intrinsically incoherent, reminding disarranged puzzles. It is worth remembering, that “the risk factors of the development of a personality, are connected with the peoples’ actions being significant for the unit in every next period of their childhood and progress of growing up” [Brzezinska 2006, s. 1].

The article is an attempt to construct the identity of the academic youth born in the 90s of the 20th – century. It is the youth from the postmodern circle. In the postmodern circle–everything is smooth, fading, deprived of obligations, but with a full possibility of escape from an adverse environment. The model of the identity of this youth – 19–24 years old, oscillates between the moratory morality and the one that is dispersed. The difference between this two models is based on the fact that in the moratory model, life is a constant choice, however this choice is performed from the intrinsic “alternative orientations” and in the dispersed identity the unit does not have a set of intrinsic orientations, it finds the foot holds outside. It can be said that the youth’s postmodern identity (or the students’ identity) very often is dispersed, intrinsically incoherent, reminding disarranged puzzles. It is worth remembering, that “the risk factors of the development of a personality, are connected with the peoples’ actions being significant for the unit in every next period of their childhood and progress of growing up” [Brzezinska 2006, s. 1].