Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...) argue, that can preserve the benefits of the idea of self-esteem while avoiding the worst of its pitfalls. (shrink)

Although neglected by psychology, self-respect has been an integral part of philosophical discussion since Aristotle and continues to be a central issue in contemporary moral philosophy. Within this tradition, self-respect is considered to be based on one's capacity for rationality and leads to behaviors that promote autonomy, such as independence, self-control and tenacity. Self-respect elicits behaviors that one should be treated with respect and requires the development and pursuit of personal standards and life plans that are guided by respect for (...) self and others. In contrast, the psychological concept of self-esteem is grounded in the theories of self-concept. As such, self-esteem is a self-evaluation of competency ratios and opinions of significant others that results in either a positive or negative evaluation of one's worthiness and inclusionary status. The major distinction between the two is that while competency ratios and others' opinions are central to self-esteem, autonomy is central to self-respect. We submit that not only is self-respect important in understanding self-esteem, but that it also uniquely contributes to individual functioning. Research is needed to establish the central properties of self-respect and their effects on individual functioning, developmental factors, and therapeutic approaches. (shrink)

Pervasive though it is in modern life, the concept of self‐esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self‐esteem is explored within four ‘homes’: the self‐help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self‐esteem that indeed we are better off without. This concept eliminates the distinction between (...) truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self‐esteem is explored, and it is argued that low self‐esteem in children should command the attention of educators. Teachers should address this through education and communication, and reject the idea of boosting self‐esteem through a content‐free curriculum. (shrink)

The language of self-belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self-esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self-belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...) deconstruction are helpful here, and offer a deconstructive reading of Kipling’s poem, If—, in order to illustrate the power of literature and a certain kind of philosophy to destabilise and resist closure. (shrink)

Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four ‘homes’: the self-help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self-esteem that indeed we are better off without. This concept eliminates the distinction between (...) truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self-esteem is explored, and it is argued that low self-esteem in children (often narcissistically disguised) should command the attention of educators. Teachers should address this through education and communication, and reject the idea (prevalent in the USA) of boosting self-esteem through a content-free curriculum. (shrink)

Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four ‘homes’: the self-help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self-esteem that indeed we are better off without. This concept eliminates the distinction between (...) truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self-esteem is explored, and it is argued that low self-esteem in children (often narcissistically disguised) should command the attention of educators. Teachers should address this through education and communication, and reject the idea (prevalent in the USA) of boosting self-esteem through a content-free curriculum. (shrink)

This paper takes a sideways look at the controversial topic of educational assessment, raising the question: what place should the success/failure distinction have in an effective and humane educational system? Though the experience of failure may undermine the self-esteem that is conducive to learning, its possibility is clearly important educationally. Instead of asking whether teachers should be truthful about children’s achievements or dishonestly promote their self-esteem, we need to recognise a certain logical indeterminacy about what young children can do. Given (...) this, it is reasonable to presume in favour of many of their capacities rather than against them, for this is how children develop the confidence to act. This includes the confidence to fail as well as the confidence to succeed. It is argued that both are crucial for learning. (shrink)

Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...) argue, that can preserve the benefits of the idea of self-esteem while avoiding the worst of its pitfalls. (shrink)

This paper takes a sideways look at the controversial topic of educational assessment, raising the question: what place should the success/failure distinction have in an effective and humane educational system? Though the experience of failure may undermine the self-esteem that is conducive to learning, its possibility is clearly important educationally. Instead of asking whether teachers should be truthful about children’s achievements or dishonestly promote their self-esteem, we need to recognise a certain logical indeterminacy about what young children can do. Given (...) this, it is reasonable to presume in favour of many of their capacities rather than against them, for this is how children develop the confidence to act. This includes the confidence to fail as well as the confidence to succeed. It is argued that both are crucial for learning. (shrink)

The language of self-belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self-esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self-belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...) deconstruction are helpful here, and offer a deconstructive reading of Kipling’s poem, If—, in order to illustrate the power of literature and a certain kind of philosophy to destabilise and resist closure. (shrink)

The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...) deconstruction are helpful here, and offer a deconstructive reading of Kipling's poem, If—, in order to illustrate the power of literature and a certain kind of philosophy to destabilise and resist closure. (shrink)

In this fascinating look at the philosophy of self-esteem, Richard Keshen develops and defends the idea of reasonable self-esteem -- a concept based on an ideal of reasonableness -- and argues that individuals who think of themselves in terms of this paradigm will lead happier and more fulfilling lives.