David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 22 (1):55-62 (1993)
Teachers are often troubled by the difficulty of enhancing their pupils' self-esteem, particularly in the case of students who are especially weak and whose low self-assessment is justified. Dewhurst suggested , pp. 3-11) that these students can be helped by bringing them to accept themselves, since self-acceptance is compatible with realistic low self-assessment. Dewhurst's thesis is criticised and it is suggested that self-acceptance is inseparable from an improvement in one's self-assessment. Thus, the improvement of self-assessment is a necessary condition for enhancing self-esteem. If cases exist where this reformation of self-image is unattainable, that is, cases where the self-assessment of the student cannot be improved, it is doubtful whether there is anything we can do about it
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Kristján Kristjánsson (2007). Justified Self-Esteem. Journal of Philosophy of Education 41 (2):247–261.
Similar books and articles
David W. Dewhurst (1991). Should Teachers Enhance Their Pupils' Self‐Esteem? Journal of Moral Education 20 (1):3-11.
Winston Nesbitt (1993). Self‐Esteem and Moral Virtue. Journal of Moral Education 22 (1):51-53.
Maddalena Taras (2005). Assessment: Summative and Formative: Some Theoretical Reflections. British Journal of Educational Studies 53 (4):466 - 478.
Nick Peim & Kevin J. Flint (2009). Testing Times: Questions Concerning Assessment for School Improvement. Educational Philosophy and Theory 41 (3):342-361.
John Threlfall (2005). The Formative Use of Assessment Information in Planning: The Notion of Contingent Planning. British Journal of Educational Studies 53 (1):54 - 65.
Eugene Mills (1998). The Unity of Justification. Philosophy and Phenomenological Research 58 (1):27-50.
Kelly C. Strong & Rhonda Wiley Jones (2005). A Model for Feed-Forward Assessment of Student Learning in Industry-Issues Courses. Proceedings of the International Association for Business and Society 16:379-380.
Gerard Lum (2012). Two Concepts of Assessment. Journal of Philosophy of Education 46 (4):589-602.
Gordon Stobart (2001). The Validity of National Curriculum Assessment. British Journal of Educational Studies 49 (1):26 - 39.
Peter A. D. Beets (2012). Strengthening Morality and Ethics in Educational Assessment Through Ubuntu in South Africa. Educational Philosophy and Theory 44 (s2):68-83.
Lorraine Y. Landry (1999). Multi-Disciplinary Competence Assessment: A Case Study in Consensus and Culture. Theoretical Medicine and Bioethics 20 (5):423-437.
Paolo Vineis (1991). Causality Assessment in Epidemiology. Theoretical Medicine and Bioethics 12 (2).
Katherine Covell & R. Brian Howe (2001). Moral Education Through the 3 Rs: Rights, Respect and Responsibility. Journal of Moral Education 30 (1):29-41.
David Dewhurst (1993). The Appropriateness of Self‐Esteem: A Response to Nesbitt and Statman. Journal of Moral Education 22 (1):63-65.
Added to index2010-09-02
Total downloads9 ( #231,597 of 1,699,806 )
Recent downloads (6 months)3 ( #206,271 of 1,699,806 )
How can I increase my downloads?