Kenneth Minogue writes (from the UK):
The insistent question is this: how is it that so many schools have moved from the orderly world of that time [1960s--4BZ] to the violent distraction and educational failure of today? It is a complicated story in which the causal links can only be speculative. We must, of course, recognise that we are a very different society from that of two generations ago, better no doubt in some ways, worse in others. And the causal links we detect are only ever part of the story.
Many social conditions have been identified as part of the change, but behind most of them, I suggest, is a massive change in our moral sentiments: notably, a rise in the currency of politicised compassion. This is a sentiment so much part of the air we breathe that it does not even have a name of its own. I began to be fully aware of it only in 2002, the year in which Teresa May, then chairman of the Conservative Party, electrified politics by suggesting at the party conference that many people regarded the Conservatives as "the Nasty Party". "Nice" and "nasty" began to surface out of the deeper waters of moral thought and sentiment to become actual tokens of political discussion, so we may for convenience call this whole tendency by the unlikely name of "the niceness movement". In these terms, the supreme moral virtue is compassion.
This sentiment is not, of course, the niceness and decency that we rightly admire when individuals respond helpfully to others. It is a politicised virtue, which means that it is focused not on real individuals but on some current image of a whole category of people. Correspondingly, it invokes hostility towards those believed to have caused the pain and misery of others. Public discussion thus turns into melodrama. A very powerful version of this doctrinal compassion maps the distinction of oppressor and oppressed on to almost any social or international situation, and this mapping automatically directs our sympathies. Further, our sympathy for the oppressed is a demonstration to ourselves of our own benevolence. The fact is, of course, that political exponents of niceness may or may not be personally generous and benevolent. Doctrine is not character.
Changes in family and educational life in our time cannot be understood without taking account of this immensely powerful idea of public compassion. The niceness movement seeks to abolish pain and stigma in every area of society. Important elements of it can be detected at least as far back as the 18th century, but it is only in our time that "nice" and "nasty" have revealed themselves as politically dichotomous. The remark about "the nasty party" was clearly what is often called "a seminal moment", because a whole political party sidelined policy distinctions between "left" and "right" in order to demonstrate Conservative niceness-about race, about single mothers, young persons wearing hoods and so on.
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To lose one's grip on the centrality of punishment in our civilisation is to destroy the crucial balance between punishment and reward. Without the balancing severities of punishment and criticism, praise and reward take on the aspect of bribes, which demeans both those that give and those that receive. But the managers of our world increasingly resort to inducements. Teenagers aged 17-18 from poor families in Britain have been given Educational Maintenance Allowances to induce them to stay on at schools after the age of 16. Schools reported that most of the beneficiaries exploited the system, turning up to the classroom only to qualify for the grant. The idea that people should be paid to perform their duties is a pure case of the corruption that has doomed underdeveloped countries to poverty. The destruction of the punishment/reward balance is importing the same moral collapse here.