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Standing Ovations & "Discrimination"

Many years ago, when all my grown children were still minors, one of them wanted to know why I seldom said that anything they did was good. My answer was approximately, "You're intelligent and talented, and you've had many advantages. I expect the merely good from you as a matter of course. If you do better than that, then I'll be the first to let you know." Perhaps I was too hard on them, but that was the answer I'd gotten from my father. But my answer clearly didn't crush them, or they survived the devastation of not having a father who praised everything, because they've all turned out to be successful and productive, and they seem to be reasonably happy in life.


As some of my readers know, I'm married to a professional singer who is also a university professor and opera director. She has made the observation that these days almost any musical or stage play, whether a Broadway production in New York, a touring Broadway production, a Shakespeare festival play, or a college production, seems to get a standing ovation... unless it is so terrible as to be abysmal, in which case the production merely gets enthusiastic applause. The one exception to this appears to be opera, which seldom gets more than moderately enthusiastic applause, even though the singers in opera are almost invariably far better performers than those in any stage musical, and they don't need body mikes, either. Maybe the fact that excellence still has a place in opera is why I've come to appreciate it more as I've become older and more and more of a curmudgeon.


My wife has also noted that the vast majority of students she gets coming out of high school these days have almost all been told through their entire lives that they're "wonderful." This is bolstered, of course, by a grade inflation that shows that at least a third of some high school senior classes have averages in excess of 3.8.


In a way, I see the same trend in writing, even while I observe a loosening of standards of grammar, diction, and the growth of improbable inconsistencies in all too many stories. I've even had copy-editors who failed to understand what the subjunctive happens to be and who believed that the adverb "then" was a conjunction [which it is most emphatically not]. Matt Cheney notwithstanding "alright" is not proper English and shouldn't be used, except in the dialogue of someone who has less than an adequate command of the language, but today that means many, many characters could use it.


At the same time, I can't help but continue to reflect on the change in the meaning of the word "discrimination." When I was growing up, to discriminate meant to choose wisely and well between alternatives. A person of discrimination was one of culture and taste, not one who was prejudiced or bigoted, but then, maybe they were, in the sense that they were prejudiced against those aspects of society that did not reflect superiority and excellence.


But really, does everything merit the equivalent of a standing ovation? Is excellence measured by accomplishment, or have we come to the point of awarding standing ovations for the equivalent of showing up for work? Can "The Marching Morons" of Cyril M. Kornbluth be all that far in our future?



Comments:
As a performing violinist through college and an attender of concerts (and musicals) since, I echo your sentiments about there being too many standing ovations -- although my memory tells me there were quite a few undeserved ones back then, too. I understand as well your feeling that opera singers are "more excellent" than performers in musicals, although I continue to feel distaste for the way the demands of large opera halls lead frequently to invariant over-loudness and too wide vibrato.

On the subject of schools, I am not quite so cynical. My autistic son required quite a bit of my aid in dealing with primary and secondary school 5-10 years ago, and I was quite surprised at the improvement in the quality of both over the years since I went there. At the primary school level, I really appreciated the effort to interconnect the subjects by having students tackle a "theme" such as waste disposal (math, social studies, English). My experience was that it taught more of relevance to future learning/doing than the old "each subject isolated." At the high school level, statistics and full calculus, as well as other applied math topics, had been moved downwards from college -- much more the stuff I've used in later life; economics of better quality than my first-year course at college was available, as well as environmental science of better quality than the old geology at whatever level; chemistry had been upgraded with new scientific knowledge; and while history was a partial exception, the textbooks did a much better job of considering economic trends (I admit that English didn't seem much improved). Teacher burnout, yes; partial inattention due to the Internet, yes; dumbing down of standards for standardized exams, yes; but I believe that per hour of instruction, more was being conveyed.

Fwiw :)
 
I have small children. There is a cartoon that airs on the Disney channel that makes me feel disgusted every time it comes on. In this show, everyone is a hero just for doing their job. It's pathetic, in my opinion, to call the pizza delivery boy a hero for bringing a pizza to your house! Yet this is what our kids are watching, this is what school and society are teaching them.

I work in a cardiac ICU, yet I don't consider myself a hero for doing my job. Yes, okay, I have literally saved people's lives. But that is why I was there in the first place! I don't expect praise or reward for doing my duty! Duty seems to be another concept that's gone by the wayside.

In the future I see a society where even the most minor accomplishment is praised way out of proportion to its real worth. No one will ever take responsibility for themselves or for their own actions. The government will be responsible for every part of our lives, and concepts such as duty and excellence in achievement will be as extinct as the ability of the average person to think.
 
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