As we have talked about maturity throughout the semester, I have come to the conclusion that it is an interesting topic to think about, an abstract process with milestones that are linked to arbitrary ages. It can teach us about ourselves and others, about development and ageing. But the concept of maturity also has much more concrete, real life implications that can have far reaching consequences. The law provides us with set ages that determine when you can vote, drive, what movies you can whatch and what will happen to you if you are caught committing a crime. Presumably on the premise that there are common ages at which we have the cognitive and emotional capacities to make the right choices. The question is: who decided when we are mature enough to take on these responsibilities and on what grounds did they make this decision?
Firstly, there does not seem to be any consensus at what ages a young adult is ready to drink or drive, as seen by the variety in country restrictions. In Germany you are allowed to purchase beer and wine at 16 years old, in the UK at 18 and in the US at 21. The US has perhaps the most logically inconsistent laws with the driving age at 16, the legal smoking age at 18 and drinking age 21. A minor of 12 years old can be tried as an adult if they are found to “be old enought o know better” while a 25 year-old will still have to pay an immaturity premium to rent a car.
This leads me directly to my second point: these limits are drawn on sentiment rather than scientific evidence. On one hand because the ages are so varied and on the other because the available studies seem to be unclear and diverging.
Taking brain development as one example, it is clear that the development of the prefrontal cortex does not finish until the mid-twenties, and there are too many individual differences to sraw a clear line. Moreover, 25 is far too late to be granted rights that enable us to be independent, functional members of society and, speaking from experience, we are clearly able to handle the responsibilities at a younger age.
Looking at developmental theories that center around maturity, Piaget’s final formal operational stage that enables us to use logical, abstract reasoning is set to be reached at age 11 “and older” – a very vague distinction. Kohlberg’s moral stages say that most adolescents and adults operate in the stages of interpersonal concordance and law and order. These are stages that are conformist and not in line with the right to vote at age 18 and make an informed choice about what is best for society. Those stages, the stages of social contract and universal ethical principle can only be reached beyond the age of 20. The only theory that seems to be in line with current legislation is Erikson’s. According to his stages, the individual between 12 and 18 is dealing with the task of identity vs. Role confusion and therefore is much more likely to try himself out and engage in risky behavior. To set the legal limits for resky behavior such as drinking and smoking at 18 years old would mean that the individual is less likely to abuse their rights.
Other scholars scholars have published theories that offer precise descriptions of what maturity entails and how individuals reach it but do not dare to mention specific ages as to when most have completed the transition. Take Freud as an example, his idea is that maturity is reached when the ego is in control of the superego and id and the individual is able to make conscious choices. This is a useful theory but offers no help with our legal dilemma.
Overall there seems to be a disconnect between psychological findings that maturity is a very personal and individual process that cannot be tied to a specific age and the legal requirements of rules that apply to everyone. Perhaps with further research, culture-specific trends can be found at which ages adolescents and young adults can be trusted to make informed choices that benefit society.
Sources
https://www.newscientist.com/article/mg22429900-200-let-science-decide-the-voting-age/
Crain, William (2011). Theories of Development: Concepts and Applications (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Macnow, Alexander Stone, ed. (2014). MCAT Behavioral Science Review. New York City: Kaplan Publishing. p. 220.
Santrock, John W. Children. 9. New York, NY: McGraw-Hill, 1998.
Models of Maturity 