The need for students to participate in the larger conversations around subject mattershelps writers creating more intellectual prose, but this becomes difficult in a “culture

“Fury over the possibility that kids will get off too easy or feel too good about themselves seems to rest on three underlying values. The first is deprivation: Kids shouldn’t be spared struggle and sacrifice, regardless of the effects. The second value is scarcity: the belief that excellence, by definition, is something that not everyone can attain. No matter how well a group of students performs, only a few should get A’s. Otherwise we’re sanctioning “grade inflation” and mediocrity. To have high standards, there must always be losers. But it’s the third conviction that really ties everything together: an endorsement of conditionality. Children ought never to receive something desirable — a sum of money, a trophy, a commendation — unless they’ve done enough to merit it. They shouldn’t even be allowed to feel good about themselves without being able to point to tangible accomplishments. In this view, we have a moral obligation to reward the deserving and, equally important, make sure the undeserving go conspicuously unrewarded. Hence the anger over participation trophies. The losers mustn’t receive something that even looks like a reward.