Concordia High School
Concordia, Kansas

           

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Comparing Cultural Rites of Passage         

Amy Anderson

Grade 12

 

 

It is through rites of passage ceremonies and traditions that people have long been able to overcome their differences and join together in a common dignity of humanity.  The term “rite of passage” describes any ritual or rite that marks a change in an individual's social position.  Rituals are unique for every culture, but the spirit of these ceremonies of recognition and honoring are the same throughout the world.  One significant change is the change into adulthood, where children become an active participant in society.  American rites of passage differ extremely with other countries in their effects and purposes. 

           

In most societies the ceremonies marking the rite of passage into adulthood is a meaningful and symbolic tradition.  Here in America, life is based on individual achievement and is less dependent on communal cooperation for prosperity.  Rites of passage have become increasingly inconsequential to mainstream social life.  While some pseudo rites of passage do exist, such as receiving a driver’s license, going to prom, graduation from High School, and graduation from college, these “rites” are not necessarily required for participation in society.  On the other hand, many societies do depend on the rite of passage into adulthood.

             

One of the most ancient rite of passage is circumcision, in which part or all of the foreskin of the male sex organ, the penis, is cut away.  The origin of this tradition is unknown, but it was practiced quite widely among most ancient societies; and it is still required among most Jews, Muslims, Ethiopians, and some other peoples.  Among the Ethiopians, boys were circumcised at age 12, which signified the formal admission of the individual into the group.  In Western societies, such as the Jews, it signified the individual’s participation in the covenant between God and Abraham.  Most importantly, though, when done at puberty, it signifies the entrance into manhood and leaving childhood behind.

           

Similar to male circumcision is female genital mutilation, sometimes referred to as female circumcision.  This particular rite of passage is quite disturbing to Americans, however it is common practice in tribes in Africa, such as the Masai.  In their tribe it is tradition to cut off the clitoris and the adjacent parts of the labia minora in a public ceremony.  Girls at puberty are forced to lie down and spread their legs while the circumciser makes rapid cuts to her genitals.  No form of anesthesia is used and the girls are forbidden to cry out or show fear.  A substantial amount of blood is lost during the operation, which is often fatal.  Afterwards the girl must hold her legs together for a month so that the scar tissue can heal.  Besides the blood loss, girls often acquire urinary tract infections, chronic vaginal infections, excessive growth of scar tissue, and stones in the urethra and bladder, due to the obstruction of menstrual flow.  This form of mutilation also leads to reproductive tract infections and infertility.  Female circumcision is meant to reduce a woman’s sexual desires so that she will be faithful to her husband.  In tribes it also enhances tribal and social cohesion, increases a girl’s marriage opportunities, and increases a father’s status within the community.

           

In the Jewish community, when boys turn thirteen a Bar Mitzvah is held for them.  Likewise, girls are given a Bat Mitzvah when they turn twelve.  The literal meaning of Bar and Bat Mitzvah is “commandment age” or age of majority.  These ceremonies mark the time when a young person is recognized as an adult among the Jewish community and they are now responsible for performing mitzvot.  Fulfilling mitzvot includes such things as fasting on Yom Kippur and reading a portion of the Torah.  The celebration has evolved to a party-like ceremony where it is custom to serve a special meal and it also gives the family an opportunity to reunite and spend time together.   

           

A witch must also go through a rite of passage into adulthood.  For a female it is when she has her first menstrual period.  For males, it is usually on their thirteenth birthday.  During this time, a ritual of pain is usually performed, such as getting their ears pierced or getting a tattoo.  As a rite of passage, females usually go into a period of isolation, while males go out on their first hunt.  This symbolizes a coming of age in the witch community.  Gifts are also given, such as a necklace with a crescent moon pendant for a female, or a knife or sun pendant for a male. 

           

In Taiwan, when a child turns sixteen, a rite of passage ceremony is performed in the Kailung Temple, which is dedicated to Chi Miangma, the seven maids who are viewed as protectors of children.  This ceremony was originally the marking of when employers would pay their employees as adults.  It is still practiced today, but it is not nearly as religious as it used to be. 

           

In all of these different societies, the rite of passage into adulthood is a symbolic time and is essential for the continual success of that society.  However, here in America the so-called pseudo rites of passage that have been established do not serve the same purpose.  They are not the cornerstones of life.  Instead, individual achievement is the key to mainstream social life.

Works Cited

 

Compton’s Encyclopedia Online.  “Circumcision.”  Compton’s Home Library.  Internet.  Available Internet:  http://www.optonline.com/comptons/ceo/01006_A.html

 

Jaenyse, Sister.  Coming of Age.  Abstract Utopia.  Internet.  Feb. 1999.  Available Internet:

            http://www.geocities.com/Paris/Arc/8776/rites.html

 

Johnson, Percy.  Bar/Bat Mitzvah.  Life Cycle.  Internet.  Jan. 1999.  Available Internet:

            http://collections.ic.gc.ca/art_context/tbar.htm

 

Welsh, Stephanie.  A Dangerous Rite of Passage.  Internet.  7 May, 1995.  Available Internet:

            http://anaserve.com/~mbali/welsh.htm

 

World-Wide Chinese Network.  Kailung Temple.  Internet.  1998.  Available Internet:

            http://taiwan.wcn.com.tw/en/tainan/h11.html

 

Questions To Answer After Completing The Required Reading

 

Q1- What does Margaret Mead say at the start of her 1961 Preface to Coming of Age In Samoa that is reminiscent of a current Army recruiting commercial?

She believes that teenagers today are not “being all they can be.”  In other words,    teens are not doing and becoming what they are capable of. 

    

Q2- Which of the following issues of the 1920’s are no longer issues today?

I do not think that the issue of what language spoken in the home is an issue today.  Also, I do not believe the effects of artificially separating children from a knowledge of birth, love, and death is an issue today.

 

Q3- Do you agree with Margaret Mead that “culture is man-made and that man is free to design it closer to the desires of his own heart”?  What definition of “culture” do you find in your dictionary?

Yes, I agree that “culture is man-made and that man is free to design it closer to the desires of his own heart.”  A definition of culture is “A particular state of advancement in civilization or the characteristic features of such a state- beliefs, traditions, etc., constituting the background of a racial, religious, or social group.”

 

Q4- In her writings Margaret Mead was advocating:

            greater knowledge and control over the civilizing process.

 

Q5- Comment on Susan’s speech (page 60 A Tribe Apart) Do you and your peers really want adults to recognize what is going on and to enforce “boundaries and structure”?

I think that Susan’s speech had a lot of truth to it.  Often times adults are ignorant as to what actually teenagers do and are capable of doing.  I think her speech was an eye opener to the adults in her school.  As far as whether everyone wants and needs “boundaries and structure,” I think that it is different for every teen.  Some teenagers act out and get into trouble because they want attention and would benefit from stricter rules.  On the other hand, most teens would benefit more if they were given some freedom so that they can figure out life for themselves and become a stronger person. 

 

Q6- Write three things that you “absolutely, positively know, saw or experiences concerning drugs and alcohol among” students at your school.

I have personally seen many people in our high school get drunk, and I know that it happens every weekend.  I have also seen many people smoking.  As far as drugs are concerned, I have never seen it myself, but I know that it goes on in our school. 

 

 

 

Q7- Do you have a solution for the “plight of the black teenagers”? (page 88 A Tribe Apart)

I feel that they should not have to give in to what they want.  If they could find other students that feel the same way as them, and they all stick together, I believe they will be strong enough to overcome any form of ridicule. 

 

Q8- Would it be a relief if all you had to do was “go to classes and learn”?  Would you be happy if you were home-schooled or attended a single-sex private school where academics were presented in an exciting way and learning was admired by peers?

In our school, there are distractions throughout the day, but I do not feel that these  distractions keep me from learning.  I understand that in other schools it would be a great relief to simply “go to class and learn.”  However, in our school I don’t think that it is a problem.  I would not be happy if I were home-schooled or attended a single-sex private school.  I feel that so much about life is learned by going to school with a diverse group of people.

 

Q9- Comment on the line from Pete Seeger: “Schools are like prisons because they don’t teach you how to live.”  And Jonathan’s comment “People in school are dulled by the remoteness to the real world.”  Would more classes incorporating community-based learning be helpful? (incorporating activities with relevance to actual real life situations)

I do not agree with Seeger that “schools are like prisons because they don’t teach you how to live.”  I think that many things that go on in our school that we must deal with everyday are lessons on how to survive in the world.  I also do not agree with Jonathan’s comment that “people in school are dulled by the remoteness to the real world.”  Again, lessons in school are lessons and eye openers for the real world.  I think that incorporating activities with relevance to actual real life situations would be very helpful.  In fact, many teachers are doing this already.

 

Q10- Comment on the “bottom line” (page 364 A Tribe Apart)

I believe that teens do have interesting things to say if only someone would listen.  They are also willing and ready to learn if only someone would take the time to talk to them and tell them stories.  Also, if adults really want to get through to teens today, they must first establish a relationship with them and once that is accomplished, they will start abiding by the rules and really listening to adults.