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
A Theory of Justice.John Rawls - 2009 - In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press. pp. 133-135.
Strange Multiplicity: Constitutionalism in an Age of Diversity.James Tully - 1995 - Cambridge University Press.
Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
Justified Self-Esteem.Kristján Kristjánsson - 2007 - Journal of Philosophy of Education 41 (2):247–261.
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