David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (1):119-132 (2008)
Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially in certain domains of instruction such as physical education. Second, self-esteem can be facilitated socially, through an appropriate arrangement of school institutions, thus without hindering the pursuit of other high priority aims such as a challenging academic curriculum. Consequently I maintain that educators who ignore self-esteem overlook something educationally important.
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References found in this work BETA
John Rawls (1971). A Theory of Justice. Harvard University Press.
John Rawls (2009). A Theory of Justice. In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press 133-135.
James Tully (1995). Strange Multiplicity: Constitutionalism in an Age of Diversity. Cambridge University Press.
Ruth Cigman (2004). Situated Self-Esteem. Journal of Philosophy of Education 38 (1):91–105.
Richard Smith (2006). On Diffidence: The Moral Psychology of Self-Belief. Journal of Philosophy of Education 40 (1):51–62.
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