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Today, especially in academic circles, this pop culture phenomenon is little recognized and even less understood.

This paper explores the enabling factors, especially the role of multimedia authoring tools, in the recent explosion of amateur multimedia.

Amateurism can be seen in both a negative and positive light. Since amateurs often do not have formal training, some amateur work may be sub-par. For example, amateur athletes in sports such as basketball or football are not regarded as having the same level of ability as professional athletes. On the other hand an amateur may be in a position to approach a subject with an open mind (as a result of the lack of formal training) and in a financially disinterested manner. The lack of financial recompense can also be seen as a sign of commitment to an activity; and until the 1970s the Olympic rules required that competitors be amateurs. Receiving payment to participate in an event disqualified an athlete from that event, as in the case of Jim Thorpe. In the Olympics, this rule remains in place for boxing.

Many amateurs make valuable contributions in the field of computer programming through the open source movement.

How did the concept of professionalism become so dominant? And why is it assumed to be innately desirable? Professionalism has certainly travelled a long way in a short time. In the space of a hundred years, the words “professional” and “amateur” have virtually swapped places. At the end of the 19th century, an amateur meant someone who was motivated by the sheer love of doing something; professional was a rare, pejorative term for grubby money-making. Now, amateurism is a byword for sloppiness, disorganisation and ineptitude, while professionalism–as Humphrys suggested–is the default description of excellence.

Over-professionalism is everywhere. Teachers in England are trained to plan lessons in segments of three minutes, a theory which leaves little room for spontaneity in the classroom. They are also often exhausted before term even starts because of the endemic pressure to plan every lesson weeks in advance. It is all too tempting for teachers to sacrifice freshness–which is impossible to measure or record on paper–in favour of form-filling. But can education ever be mapped out in such prescriptive terms? Anthony Seldon, Master of Wellington College, thinks not: “The erosion of trust in education is sucking the life out of classrooms, teachers and students. You can tick all the boxes under the sun and still be a lousy teacher. You cannot encapsulate the human experience of learning in some mechanistic pedantry.”

Measurement is another fetish of professionalism, as if something that cannot be measured isn’t quite real. This was a central criticism by Sir Ivor Roberts, who wrote a stinging valedictory telegram when he retired as the British ambassador in Rome in 2006: “Well-conducted diplomacy cannot properly be measured. We manage or contain disputes; very rarely do we deliver a quantifiable solution. Indeed, we should be sceptical of ‘permanent’ solutions or models.”