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CGI 2005
by Ricardo F. Morín
March 12, 2036
Kissimmee, Florida
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Young people grow up hearing a language of promise. School principals, teachers, and commencement speakers present the civic language of freedom, equal worth, and opportunity in classrooms, school assemblies, and commencement ceremonies. Young people enter life expecting that dignity belongs to them not by achievement but by right.
The world in which adolescents grow up reveals another measure of value. Universities select applicants. Employers choose candidates. Newspapers, screens, and social media present visible distinction as a standard of value. In this environment value becomes linked less to the fact of being alive than to results obtained: grades, admission, income, recognition. Public language affirms equal dignity and opportunity, while everyday life rewards distinction.
The consequences of this tension in adolescence cannot be reduced to a single cause. Yet the statistics describing adolescent suicide provide an observable point from which to examine the pressures affecting young lives. In the United States, suicide ranks among the leading causes of death for those between fifteen and nineteen years of age. Thousands of adolescents take their own lives each year. Similar figures appear in other countries whose laws and public speech affirm freedom and dignity. These figures do not reveal the thoughts of any single adolescent, yet they show that many young people reach a point at which life appears closed to them.
Each suicide carries its own history. Parents search for reasons in school pressure, humiliation, loneliness, or despair that no one recognized in time. Physicians prescribe medicine. Counselors offer guidance. These efforts help some adolescents and fail to reach others. The continued rise of these deaths directs attention to the world in which adolescents grow up.
From early childhood many students learn that recognition follows visible success. Teachers and schools praise the highest scores and celebrate the strongest performers. Young people watch classmates receive awards and admission letters while others receive neither. Under such conditions adolescents begin to measure their own lives against the success of others.
The acquisitive and ostentatious character of contemporary life becomes visible on screens, in the media, and across social networks. In them, mastery and social status predominate. Young people learn to present themselves as exceptional before they come to know themselves, and they learn not only to observe these images but also to reproduce them. The surrounding culture celebrates achievement while leaving little room for hesitation or failure, even though both belong to the passage into adulthood.
Failure forms part of learning, and discovery begins with uncertainty. That understanding arises from repeated observation across history and from the process of discovery itself. Within that process, error is gradually set aside until what is intelligible and comprehensible comes into view. Yet the surrounding environment continues to place visible honor on success. The young therefore encounter two messages at once: encouragement to endure failure and a public display that celebrates achievement.
Within this environment the work of forming human relations grows difficult. Friendships break. Intimate relations begin with uncertainty. Sexual experience rarely matches the images that circulate in public view. These difficulties belong to the slow formation of adult life. Yet the contrast between public images of fulfillment and the experience of life can lead some adolescents to judge themselves as failures.
The judgment of value does not remain external. It becomes shame. Shame seeks concealment. An adolescent who carries shame may continue to appear among friends, classmates, and family while inwardly withdrawing. Recognition promises to confirm value, yet it awakens a need for worth that cannot be founded by recognition itself. Beneath that shame lies another absence: the absence of self-love. Without some measure of regard for one’s own existence, recognition from others becomes the only source of worth, and failure becomes a verdict upon the self.
Family expectations may deepen this burden. Parents often transmit hopes formed by their own experience. They may believe that success will protect their children from the difficulties they themselves encountered. When the achievements of the young appear to confirm the sacrifices or aspirations of earlier generations, the pressure can grow heavier than a simple wish for well-being.
Communication surrounds young people with images and activity. An adolescent may sit among many signals and still face distress alone. Social encounters become occasions for display rather than opportunities for trust to form through time. The adolescent appears present in social life while carrying a sense of emptiness. When the language of dignity no longer corresponds to the experience of life, the public words themselves begin to lose their meaning.
Adolescence does not create this condition; adolescence reveals it. Many adults live under the same pressure to prove worth through success and recognition. Work, family, and routine allow life to continue, yet the sense of insufficiency does not always disappear. Some carry it for decades. Adolescents encounter the condition before such supports take hold. Some confront it before they possess the strength required to bear it.
This condition does not belong to the present alone. Records from earlier centuries describe the same despair, the same shame, and the same act of self-destruction among the young. The forms surrounding life have changed across time. Religious authority once imposed its judgments. Family honor and inherited status placed other burdens on the young. Human vulnerability has remained constant even as the surrounding environment has changed.
The question does not lie in whether despair among the young is new. The question lies in how the conditions of the present shape that vulnerability within a society that speaks often of dignity and opportunity yet still produces circumstances in which some young people come to believe that life offers no place for them.
A society may create conditions that intensify despair, shame, and pressure. Those conditions deserve examination and criticism. Yet the act of ending one’s life cannot be assigned to others in the same way that those conditions can be examined collectively.
Over time many people come to recognize a difficult distinction: to feel another person’s pain deeply is not the same as bearing responsibility for their choice. One may carry empathy, grief, and even a lingering sense of connection to that suffering without having been the agent of the act itself.
When deaths accumulate in this way, observers turn to specialized language in search of explanation. Academic terms attempt to describe the problem through categories and theories. Such language may organize discussion, yet the words themselves do not remove the fact that thousands of adolescents take their own lives each year. The numbers remain visible without the help of technical vocabulary.
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Tags: cultural pressure, Dignity, education, modern society, public language, recognition, self-worth, Shame, social expectations, youth
Observations On Perception 
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