My daughter is a four-helmet kid. She has a regular helmet she wears bike riding, pogo sticking, and when she borrows her older brother's skateboard. She has a pink batting helmet, which she wears during her Little League baseball games. She has a helmet for horseback-riding lessons, on Sundays. And she has a helmet for ice hockey, which she plays on Friday afternoons. (For hockey she also has an equipment bag large enough to hold several corpses.) My daughter's not even a jock (although she is something of a live wire). Her main interest is art, which she does in an after-school program on Tuesdays and at home on her own.
But it's her helmets that really got me thinking. They're generally scattered around the equipment racks in our garage, along with her brothers' helmet collections and all manner of sleds, mitts, scooters, bicycles, and balls, and they represent a certain sort of childhood—a childhood that has now become typical in middle-class America.
It's a busy childhood, filled with opportunities, activities, teams, coaches, and, inevitably, gear. It's a safety-conscious childhood, with ample adult supervision. And it is, I believe (at least I want to believe), a happy and fulfilling childhood that will prepare my daughter for a happy adult life.
This sort of childhood is different from the childhoods Americans have traditionally had. It's not an independent childhood, like Huck Finn's or the Bowery Boys'. Today's middle-class kids, by and large, don't live apart from adult society, free to explore and experiment and, through adventure and misadventure, teach themselves the important lessons of life. Nor is it a Horatio Alger childhood. Middle-class kids by definition haven't come from poverty and deprivation. Nor do they build self-discipline from having to work on a farm. If they hunger for success, it's not because they started at the bottom.
"Where Toys Come From" (October 1986)
Selling fun to children is one of capitalism's least predictable pursuits. By David Owen
Today's mode of raising kids generates a lot of hand-wringing and anxiety, some of it on my part. We fear that kids are spoiled by the abundance and frenetic activity all around them. We fear that the world of suburban sprawl, Game Boys, Britney Spears CDs, and shopping malls will dull their moral senses. We fear that they are too deferential to authority, or that they are confronted with so many choices that they never have to make real commitments. Or we fear that they are skipping over childhood itself. The toy companies call this phenomenon "age compression": Kids who are ten no longer want toys that used to appeal to ten-year-olds. Now it is three-to-five-year-olds who go for Barbie dolls. By the time a girl is seven she wants to be a mini-adult.
But I've come to believe that our fears are overblown. The problem is that the way kids (and, for that matter, the rest of us) live is estranged from the formulaic ideas we have about building character. We assume that character is forged through hardship—economic deprivation, war, and so on—and that we who have had it easy, who have grown up in this past half century of peace and prosperity, must necessarily have weak or suspect souls.
It's true that we live amid plenty; even in time of war we are told to keep shopping. But today's kids have a way of life that entails its own character-building process, its own ethical system. They live in a world of almost crystalline meritocracy. Starting at birth, middle-class Americans are called on to master skills, do well in school, practice sports, excel in extracurricular activities, get into college, build their résumés, change careers, be good in bed, set up retirement plans, and so on. This is a way of life that emphasizes individual achievement, self-propulsion, perpetual improvement, and permanent exertion.
The prime ethical imperative for the meritocrat is self-fulfillment. The phrase sounds New Agey; it calls to mind a Zen vegan sitting on the beach at dawn contemplating his narcissism. But over the past several years the philosophers Charles Taylor, of McGill University, and Alan Gewirth, of the University of Chicago, have argued that a serious moral force is contained in the idea of self-fulfillment. Meritocrats may not necessarily be able to articulate this morality, but they live by it nonetheless.
It starts with the notion that we have a lifelong mission to realize our capacities. "It is a bringing of oneself to flourishing completion, an unfolding of what is strongest or best in oneself, so that it represents the successful culmination of one's aspirations or potentialities," Gewirth wrote in Self-Fulfillment (1998). The way we realize our potential is through our activities. By ceaselessly striving to improve at the things we enjoy, we come to define, enlarge, and attain our best selves. These activities are the bricks of our identities; if we didn't write or play baseball or cook or litigate (or whatever it is we do well), we would cease to be who we are. This is what Karl Marx was describing when he wrote, "Milton produced Paradise Lost as a silkworm produces silk, as the activation of his own nature."
In this mode of living, character isn't something one forges as a youth and then retains thereafter. Morality doesn't come to one in a single revelation or a grand moment of epiphany. Instead, virtue and character are achieved gradually and must be maintained through a relentless struggle for self-improvement. We are in an ongoing dialogue with our inadequacies, and we are happiest when we are most deeply engaged in overcoming them.
This is not a solitary process. Once ensconced in an activity, we find ourselves surrounded by mentors, coaches, teachers, colleagues, teammates, consultants, readers, and audience members. Society helps us in two ways. First, it gives us opportunities to participate in the things that will allow us to realize our capacities: Parents earnestly cast about for activities their children will love, and then spend their weekends driving them from one to another. Good schools have extracurricular offerings. Good companies and organizations allow their employees and members to explore new skills, and great nations have open, fluid societies—so that individuals can find their best avenues and go as far as their merit allows.
Second, society surrounds the individual with a web of instruction, encouragement, and recognition. The hunger for recognition is a great motivator for the meritocrat. People define themselves in part by the extent to which others praise and appreciate them. In traditional societies recognition was determined by birth, breeding, and social station, but in a purified meritocracy people have to win it through performance. Each person responds to signals from those around him, working hard at activities that win praise and abandoning those that don't. (America no doubt leads the world in trophy production per capita.) An individual's growth, then, is a joint project of the self and society.
In this joint project individuals not only improve their capacities; they also come to realize that they cannot fully succeed unless they make a contribution to the society that helped to shape them. A scientist may be good at science, but she won't feel fulfilled unless she has made important discoveries or innovations that help those around her. Few meritocrats are content to master pointless tasks.
Social contributions—giving back—flow easily and naturally from the meritocrat's life mission. Baseball players enjoy clinics where they share tips with younger players. Parents devote many hours to coaching, or they become teachers, managers, and mentors. In the best relationships what follows is a sort of love affair. Mentor and pupil work hard to help each other and to honor each other's effort. Most find that they glimpse their best selves while working with others on an arduous undertaking, whether it is staging a play, competing for a championship, or arguing a case in court.
The great moral contest for the meritocrat is not between good and evil or virtue and vice. Most meritocrats are prudent, so they don't commit terrible crimes or self-destructive follies. The great temptation is triviality. Society recognizes the fulfillment of noble capacities, but it also rewards shallow achievements. A person can be famous simply for being rich or good-looking. Sometimes it's the emptiest but splashiest activities that win the most attention. It can be easy to fall into a comfortable pattern of self-approval. Society seems to be rewarding you for what you are doing. Your salary goes up. You get promoted. You win bonuses. But you haven't tapped your capacities to the fullest.
Meritocrats therefore face a continual struggle to choose worthy opportunities over trivial ones. Charles Taylor argues that each of us has an intuitive ability to make what he calls "strong evaluations" of which aspirations are noblest. We do this, he believes, by tapping into any of a variety of moral frameworks, which have been handed down through time and which have "significance independent of us or our desires." It is necessary, then, to dig deep into what it means to be a Christian or a Jew or an American or a doctor. By this way of thinking, society's rebels had it all wrong when they tried to find self-fulfillment by breaking loose from tradition. Their rebellions created selves without roots or moral reference points. Burrowing down into an inherited tradition allows the meritocrat to strive upward.
For decades social critics have sold Americans short. All those books about the Organization Man, the culture of narcissism, the last man, and the flat, commercial materialism of American life underestimated the struggles and opportunities to build character that are embedded in the meritocratic system. The critics applied bygone codes to today's way of life. Inevitably, they have found kids, and us, wanting, and not in the areas where we truly are wanting (chief among these being that we don't sufficiently educate our children in the substance of the moral traditions they are inheriting—the history of Christianity, the history of Judaism, the history of America).
Today's kids live amid peace and prosperity, true. But theirs is not an easy life. Has there ever been a generation compelled to accomplish so much—to establish an identity, succeed in school, cope with technological change, maneuver through the world of group dating and diverse sexual orientation, and make daily decisions about everything from cell-phone rate plans to brands of sugar substitute? The meritocrat's life is radically open, but its very openness creates a series of choices and challenges that are demanding and subtle because they are never-ending and because they are embedded in the pattern of everyday life—rather than being faced, say, at one crucial, life-determining moment on the battlefield.
There is virtue in trying to articulate the codes we live by, open and diverse and sprawling as those codes may be. Perhaps if we can reach a reasonably accurate understanding of the moral landscape of our lives, we will be better able to achieve our dreams and guide our ethical debates—though we will no doubt still have need of protective headgear.
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