The recent and rapid spread of Charlie Charlie Challenge (simulation of a seance in which you can evoke a child/demon using two pencils in balance on a piece of paper) not only among adolescents but in a very worrying degree even among preadolescents, highlights a much wider and alarming issue not to be under evaluated: the wide spread of occultism among the youth. Recent studies have proven that the interest of the children to the “dark side” (Satanism, spiritualism, magic, …) has grown in a really disquieting way over the last years.
What the analysis show is that teenagers begin to approach the occult practices often for fun, as a sort of challenge, for curiosity or just by chance, in this also facilitated by the spread of new technologies that simplify the accessibility and the sharing of misleading information, encouraging the dark world, but above all that do not provide a proper awareness about the serious and dangerous consequences that these practices could have on the soul and psyche of the youth, as the most recent news stories show us.
The first approach often comes from the false belief that spiritualism, for example, is something fascinating and enjoyable at the same time; but also from those feelings of rebellion and great curiosity towards all that is mysterious that characterize adolescence in particular.
Boys and girls too often alone and struggling with a difficult task, that of growing building their own identity, are fascinated by realities of evasion and protest against the world apparently “neat” of the adults. Adults also often are not sufficiently attentive to the messages even indirect of the younger ones, and very frequently are not aware of the importance of their educational role.
The real question that emerges is the one related to the lack of adequate listening and to the lack of values and references that our young people experience in their daily lives. An emptiness powered by families who are experiencing a great crisis of institutional identity, but also sometimes by schools often focused too much on ”teaching” and less on “values education”; families and schools that too often do not talk to each other properly, that no longer have that trust and mutual respect needed to work together, that encounter great and comprehensible difficulties in educating and that often for this reason decide to give up, that are no longer aware of having the same purposes, that -ultimately- have failed the educational alliance necessary to allow children to grow and to achieve a real “educational” success that goes far beyond the “scholastic” success.
In a time when we talk so much of a school reform, the worrying alarm that comes also from this latest cry of the youth is instead related to a theme only apparently less “hard “such as that of a renewed and widespread educational emergency linked to the need for a genuine education that would come from families often worried about their children, from a school that should be more careful, from society but also from young people who are asking the world of adults authority and rules.
Authority and rules that are able to guide them in growing and that, in the right to education and freedom, would redirect them unreservedly to the correct use of freedom itself through a guide and strong references.
These are, without fear of contradiction, the most urgent questions that today the educational community is called to respond: our children have the right and are asking certainly not for an excessively moral and benevolent behavior, but to be guided and corrected with a great sense of responsibility even regarding their mistakes or bad choices, and not be left alone to face the tasks of growing. The school cannot shrink from this.
Translation provided by Maria Rosaria Mastropaolo