Colleen

“The satisfactions of manifesting oneself concretely in the world through manual competence have been known to make a man quiet and easy. They seem to relieve him of the felt need to offer chattering interpretations of himself to vindicate his worth. He can simply point: the building stands, the car now runs, the lights are on. Boasting is what a boy does, because he has no real effect in the world. But the tradesman must reckon with the infallible judgment of reality, where one’s failures or shortcomings cannot be interpreted away. His well-founded pride is far from the gratuitous “self-esteem” that educators would impart to students, as though by magic.”
― Matthew B. Crawford, Shop Class as Soulcraft: An Inquiry Into the Value of Work

“I did not even look at the scoreboard when my routine was done in 1976. My teammates started pointing because there was this uproar" (Nadia Comaneci). These remarks highlight an important feature of those practices that entail skilled and active engagement: one's attention is focused on standards intrinsic to the practice, rather than external goods that may be won through the practice, typically money or recognition. Can this distinction between internal and external goods inform our understanding of work?”
― Matthew B. Crawford, Shop Class as Soulcraft: An Inquiry Into the Value of Work

“We're not as free and independent as we thought. Street-level work that disrupts the infrastructure (the sewer system below or the electrical grid above) brings our shared dependence into view. People may inhabit very different worlds even in the same city, according to their wealth or poverty. Yet we all live in the same physical reality, ultimately, and owe a common debt to the world.”
― Matthew B. Crawford, Shop Class as Soulcraft: An Inquiry Into the Value of Work

“There is a classic psychology experiment that seems to confirm Brewer's point. Children who enjoy drawing were given marker pens and allowed to go at it. Some were rewarded for drawing (they were given a certificate with a gold seal and a ribbon, and told ahead of time about this arrangement, whereas for others the issue of rewards was never raised. Weeks later, those who had been rewarded took less interest in drawing, and their drawings were judged to be lower in quality, whereas those who had not been rewarded continued to enjoy the activity and produced higher-quality drawings. The hypothesis is that the child begins to attribute his interest, which previously needed no justification, to the external reward, and this has the effect of reducing his intrinsic interest in it. That is, an external reward can affect one's interpretation of one's own motivation, an interpretation that comes to be self-fulfilling.”
― Matthew B. Crawford, Shop Class as Soulcraft: An Inquiry Into the Value of Work