Effects of Nontraditional Curriculum on its Students To succeed in the current world, a person should have multifaceted knowledge. Therefore, to build that knowledge in students, many schools have an educational system that consists of nontraditional subjects. According to the people who implement this curriculum, it will produce a person who is well-adjusted to the current world. It also helps students to succeed not only in class but also in the real world. But the curriculum with nontraditional subjects has several effects. In her passage “An Army of one: Me” Jean Twenge discusses about self-esteem curriculum. Although the authorities who carry out these self-esteem programs promise that it will improve the future of the students, it is making the future of the student worse. In, “An Army of one: Me”, Twenge argues how schools conduct self-esteem programs and what kinds of effect do these programs have on children. Twenge says “Many school districts across the country have specific programs designed to increase children’s self-esteem, most of which actually build self-importance and narcissism” (765). In the same sentence, she starts to describe the self-esteem program in schools she makes an assumption that it is going in a way that is not intended. If we build a building without using the plan that we already drew, it will be a crooked building. In the same way, self-esteem curriculum is planned and designed to increase the self-esteem of the school children, but when it is implemented it made an outcome that is straightly opposed to the outcome that is intended. Twenge defines narcissism in this way “Narcissism is one of the few personality traits that psychologists agree is almost completely negative” (774). Thus, narciss... ... middle of paper ... ...to a real world. Because the real world is not a bed of roses, we have to face failures at sometimes. But the self-esteem programs try to make students feel that there will be no failures, which is not true. If we cannot see planet Saturn with the naked eye, it does not mean that Saturn does not exist. Likewise, it does not mean that students will not fail anything because they went through a system that will not fail them. This self-esteem curriculum also conceals the failure of the students and promotes the students to the next level. But at some point it will be difficult for those students to follow up with others. Therefore, this self-esteem curriculum should be revised in a way that it improves the students’ future instead of diminishing it. If we choose and implement the program correctly it will undoubtedly make the younger generation’s future prosperous.
According to Webber, narcissists are normal people victimized by “an overused label”; in fact, narcissists have healthy egos who “happen to indulge in the occasional selfie, and talk about their accomplishments” (Webber 54). She strategically organizes the quotes of many experts to give a more favourable sense of the word, clarifying that narcissism not only makes people feel good about themselves, but it also boosts confidence and helps individuals “take risks, like seeking a promotion or asking out an attractive stranger” (Webber 55). She also makes the persuasive point that individuals are more narcissistic in their earlier years of adulthood, making an ethical observation that “young adulthood is a time when people are largely free of responsibilities, either to their family of origin or the family they will eventually establish” (Webber 60, 61). These are the times when people are free to pursue an independent life and make independent decisions without the restraints of family to hold them back. Although narcissism is a natural part of an individual’s personality, Webber does point out that, too much of it can become a
It would be a tremendous disservice to the youth of America as teachers if we were to simply accept the external causes to the self-esteem crisis since, on a grander scale it is truly o...
Self-esteem involves evaluations of self-worth. People with high self-esteem tend to think well of others and expect to be accepted them.
Feeling good about oneself is an inherently good thing; however when this is intensified so severely that it becomes the focus of everyday life, complications and consequences may occur. Jean Twenge tries to warn today’s “Generation Me” about the dangers of their obsession with the self in her piece, “An Army of One: Me.” This desire to look out for only the individual has dramatic effects on the direction of today’s society. What has also evolved out of this self adoring society is a seemingly endless need for argument, especially in the educational field, an issue addressed by Debora Tannen in her essay, “The Roots of Debate in Education and the Hope of Dialogue.” Of course, no researchers or educational experts expected the negative results such as narcissism and argumentative culture that followed from these teaching methods. These are unintended consequences and displaced risks, just as the types addressed in Edward Tenner’s, “Another Look Back, and A Look Ahead” but applied to a different subject. In effect, one problem causes another as an excess of self-esteem more often than not leads to narcissism. That development of narcissism promotes an argumentative culture in which everyone thinks they are right because confidence in oneself is far too high. Revenge effects may include constant irritability and excessive sensitivity, a lack of obtaining a good education, or in some cases pure laziness. Through a flawed system of education and the development of Generation Me, the attitude of the United States has unintentionally drifted towards narcissism and discontent.
The question of whether self- esteem has significance with real world- consequences is a valid concern. Ulrich Orth and Richard W. Robins provide the answer, with evidence contributed by researched studies, in their article The Development of Self- Esteem that self- esteem, in fact, does influence societal significance. With the determination on self- esteem trajectory from adolescence to old age, self- esteem stability, and the relationship between levels of self-esteem and predictions of success and failure, one can conclude that self- esteem influences life outcomes; moreover, people can participate to involvements focused at positively influencing the development of self- esteem.
In Jean Twenge’s novel titled, “Generation Me”, she describes “Generation Me” as a group of self-obsessed, overconfident, assertive, miserable individuals. “Gen-Me” cares about what other people think so much they 'll go to great lengths to “impress” their peers. Self-obsession can be viewed as a sickness of the mind. The average person may be oblivious to the fact that 1 out of 6 people are narcissists. “Narcissism falls along the axis of what psychologists call personality disorders, one of a group that includes antisocial, dependent, histrionic, avoidant and borderline personalities. But by most measures, narcissism is one of the worst, if only because the narcissists themselves are so clueless.” - Jefferey Kluger
Following the publication of the book The Analysis of the Self, Heinz Kohut created a revolutionary theory to represent a new branch of psychoanalysis: self-psychology (O'Leary, Trumpeter, Watson, & Weathington, 2008). The idea of self-psychology is based on a series of adaptations made within adolescence following a general pattern. Firstly, the child must develop the “self”, which consists of the child’s feelings and thoughts on the surrounding environment. Born with a “nuclear self”, children are exposed to a “virtual self” presented by the parental figures. To achieve proper stability and structure, children need to first become narcissistic to develop a sense of worth and permanence, giving way to the “grandiose self” (Banai, Mikulincer, & Shaver, 2005). Kohut proposed the idea of adaptive narcissism (positive) and maladaptive narcissism (negative), two forms of the same narcissistic tendencies (O'Leary, Trumpeter, Watson, & Weathington, 2008).
The curriculum taught in schools has a huge effect on a developing person’s identity. Through schooling we tend to call into question the things that we believed to be true as children....
Others have gone so far as to equate self-esteem with egotism, arrogance, conceit, narcissism, a sense of superiority, a trait leading to violence. Such characteristics cannot be attributed to authentic, healthy self-esteem, because they are actually defensive reactions to the lack of authentic self-esteem, which is sometimes referred to as “pseudo self-esteem.
Since low-self esteem is a major problem in both teens and adults in society today we should make an attempt as a society to address and solve the problem. If everyone works together we may be able to solve the problem before it becomes worse than it already is. As a final standpoint, NASE and other government organizations should team up with medical professors to find a permanent solution to the problem that is lingering in our society today.
Krents begins his essay by pointing out to the reader that he cannot see himself, and thus, often has to depend upon the viewpoints of others. He states: "To date it has not been narcissistic." The average reader may not be aware that the word "narcissistic" means, "Excessively in love with oneself." It is helpful for the reader to keep this first observation in mind as he continues through the article, and hears Krent’s descriptions of society’s viewpoints.
She believes that a child’s feeling and personal goals is locked away, and instead is replaced with their parent’s expectations and desires. The child soon begins to develop narcissistic traits, in which the parent should allow the child to express feelings such as jealously and anger. In the novel Miller (1996) states “he develops something the mother needs…but it nevertheless may prevent him, throughout his life, from being himself” (p. 34). Allowing children to experience feeling such as anger and jealously provides an understanding on the child is not always perfect. However narcissistic disturbance occurs when a parent projects their own narcissistic desires onto their child, unfortunately suppressing their desires and acquiring their parents. Incidentally several students from Princeton University conducted a research in order demonstrate how narcissism is cultivated by the parents’ overvaluation and parental warmth. Eddie Mrummelman and colleagues (2014) stated, “When parents overvalue their child, they see their child as “God’s gift to man”…children might internalize the belief that they are special individuals who are entitled to privileges” (p 2). The article suggested that parents, who prevent their child from experiencing failure, encourage narcissistic attitudes. The important implication from this study demonstrates how a parent can overly evaluate their child’s
In the Tripartite Model there are three processes to develop self-esteem: being, becoming and acquiring (Weiss 22). In the being stage, the individual is taught to see themselves as an essence of the universe, part of humanity or an aspect of nature. The self-esteem arrived at through the ‘being’ stage is innate to humankind. The individual is taught the value of existence as they build self-esteem based upon their sense of being and living in the world (Weiss 22). The second stage, becoming, focuses on the development of qualities that are intrinsic to the individual and relates primarily to the development of one’s inner core (Weiss 22). The individual is taught to value themselves based upon their unique qualities and abilities. In the final stage, acquiring, the individual learns to value all of the other features that contribute to their self-esteem such as skills, accomplishments, positions, worldly goods, and appearance. The Tripartite Model seeks to build a full and complex sense of self-esteem for the individual as the model focuses on teaching the individual to have a more balanced self-esteem that is not solely based on their skills and
Hence, the researchers have also suggested for therapeutic intervention to improve self-esteem for students that
Self-esteem is the amount of worth one has for oneself, so it could possibly affect a student’s academic success if that student lacks confidence in his or her own abilities. How can academic success be measured? An accurate representation of a student’s academic success is the student’s current grade point average (GPA). If a student’s grade point average and self-esteem show a positive correlation, then self-esteem could be a possible indicator of academic success. Recent studies have shown a significant relationship between self-esteem and academic performance and other studies have demonstrated that there is not a significant relationship. Thus, the purpose of this study is to investigate the correlation between self-esteem and academic success among college students to better understand if there is or is not a significant relationship between the two