Back in the day, when there was no paper or there was but it was used primarily for literary purposes, authority was recognised in other ways. Back in the day, the veda mahaththaya or the vel vidane was appointed by declaration that was not always accompanied by paper-authorisation. A seal, or intaglio, may have sufficed, but even without such authentication, communities knew who was who and what the limits of authority were. These were respected.
Certificates are important. Certification is important. A certificate of one kind or another is a must in order to legitimately operate in a particular field, although legitimacy of such kind is under threat in a world of fake-everything.
Certificates give license. Certificates also recognise achievement. They are secondary trophies but more convenient if and when it comes to proving that you’ve done something noteworthy as required by some authority considering you for a job, promotion or some kind of honour. They are easier to carry than cups, shields or medals.
So we collect them. Just in case. And, over the course of a school career, let’s say, we can probably accumulate quite a stack of certificates. We laminate them for protection, sort them by the sport or some other activity or subject — in the case of prizes won for academic prowess — and keep them safe in some cupboard or drawer.
Such do have nostalgic value. When we get older, we could open that certificate-vault and go back to that particular moment and everything associated with it. We can smile, then. We can’t really use these things for job interviews. Not all of them, anyway.
You would take the certificate indicating the highest educational achievement; the AL or degree certificate but not the one you got for passing the Grade 5 Scholarship Exam, Sri Lankan colours for cricket but not school colours.
On the other hand, parents (and obviously not children) sometimes obsess over certificates. They think about various honours and positions that school bestow on students. Prefectships, for example. Prizes too, for example ones for the best all-round student. School authorities ought to know and not demand that candidates for such honours provide proof of achievements, but then again, they may not have any record of a child’s achievements outside the school system.
So, in this sense, there’s a case to be made for certificate-seeking and certificate-collection by parents. Yes, let me repeat, the kids, especially if they are very young, have no clue; but then again, such things are part of parenting and the more anxious the parent is, the greater the agitation. But what of ‘participation certificates’?
Such documents merely certify that the particular individual took part in some event. He or she ‘turned up.’ That’s all that the certificate indicates. It would be silly for any school official to take ‘attendance’ (which is what it really is) as some kind of achievement worthy of honour, especially since every single person who turned up received the very same certificate.
Some argue, however, that even such a certificate is an incentive. They add, sometimes, that even such recognition can go a long way for ‘ahinsaka children of dugee duppath parents who live in aetha dushkara places. Note, it’s not always such parents who clamour for participation certificates. Those disposed to find fault with organisers for anything and everything can and have agitated ‘on behalf of the ahinsaka daruwo’ as described above. But let’s leave that aside. Let’s talk about the incentive supposedly inherent in certificates and certification.
The argument is that it would spur a child to be more committed to the particular sport or activity, to seek to reach great heights.
Really?
Let’s take a five year old child. Let’s suppose he is taking part in a sporting event. Let’s say it’s chess. So this child is brought to the tournament, maybe over several days. The child doesn’t achieve a podium finish. So, there are no trophies or medals to take home.
But. There. Is. The. Participation. Certificate! (Which, we are told, would encourage the boy to do better next time).
How do children react to victory? A beaming smile. The child receives praise from an adoring parent. A hug. Kisses, perhaps. How about defeat? There could be tears. Some comforting from the more mature parent, but there’s also the possibility of admonishment from a pushy parent. Either way, it’s momentary. Smiles or tears, they are all forgotten when the child sits down to play the next game or when he or she leaves the tournament venue without an inkling about when next he or she gets to play in some chess event.
I wonder, do parents then wave that participation certificate to ‘encourage’ the child? Are photographs taken and shared among friends and relatives of the child holding the certificate? How and when does it enter the child’s head that a certificate means ‘incentive’? Who puts such things into a child’s head? And if in fact such things get into a child’s head, what does the child pursue thereafter? Most likely, trophies and certificates. These do require better preparation of course, but they are distractions.
Recently, I watched a short interview of a 12 year old chess player who finished fifth in the Nationals. He was asked what his goals are. He said, in Sinhala, ‘to be a better chess player.’ He probably has lots of medals and certificates, but he was not focused on prizes. Just improvement.
Vishy Anand, a world chess champion, one said that he played many ‘norm’ tournaments to secure the last norm he needed to become a grandmaster.
‘I would miss out by half a point or a single point. Then I stopped thinking of norms. I focused on becoming a better player.’
He secured the norm. He became a grandmaster. He eventually won the world chess title.
Now, not everyone reaches such heights. Not everyone seeks such heights. However, if a child is certificate-obsessed at a young age, or an adoring parent TEACHES a child to be thus obsessed, the child’s orientation can shift from hard work and joy of playing to taking a consolation prize home. It’s not the best mindset to cultivate in a child. It is a mindset that a parent CULTIVATES in a child and not something that a child is born with. It is, at some level, an exercise in obtaining validation from one’s child. It’s probably not a good thing.
Malinda Seneviratne is a freelance writer. malindadocs@gmail.com
















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