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.
It’s important to understand that the path will incline in it’s calamity, especially for youth, but it’s crucial for the pursuit of knowledge. The intercontinental world we live in is complete with diversity, making it essential for people to engage in educating themselves about all the wonders of the world. While taking into account that the pursuit of knowledge is a progressive road. Knowledge will then promote one into self-awareness, a chance for one to learn about themselves. During the pursuit of self-awareness, one learns to identify their strengths and weakness. This is a susceptible region, where youth must remember not to become indistinguishable with everyone else. Nevertheless, it allows for the pursuit of authenticity, the construction of one’s unique self. Then comes the horizon, the light behind the
...the flip side of intensity” (Tenner 709). Narcissism is this revenge and it has negatively impacted education and society in general. By aiming too much at self-esteem educators have changed the way Generation Me children look at themselves. They act the way they do because they do not know any other way of thinking.
Students encounter many complications during their school career. Some students are smart, but just don’t apply themselves, or have similar hardships that are going on in their lives. These can be fixed if one can find motivation and confidence. In the story “Zero,” Paul Logan coasts through high school and college. Logan doesn’t know the tools to succeed in school, which causes his grades to fall. In the story “The Jacket,” Gary Soto explains how the way one dresses can influences how they feel about themself. Which in this case he gets an ugly jacket; which causes him to be depressed and his grades to fall. Albeit Logan and Soto went through similar hardships, they both succeed with motivation and confidence.
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.
Students come across many complications during their school career. Some students are actually smart but just don’t apply themselves, or even have hardships that are going on in their lives. These can be fixed if you can find motivation and confidence. In the story “Zero,” Paul Logan coasts through high school and college. Logan doesn’t know the tools to succeed in school, which causes his grades to fall. In the story “The Jacket,” Gary Soto explains how the way you dress influences how you feel about yourself. Which in this case him getting an ugly jacket; which causes him to be depressed and his grades to fall. Albeit Logan and Soto went through similar hardships, they both succeed with motivation and confidence.
“Some people who are narcissistically vulnerable have difficulty maintaining a cohesive sense of self because of ubiquitous shame, resulting from the conclusion that they fundamentally fall short of some internal ideal. They look for constant reinforcement from others to bolster their fragile self-images “(Bender 880).
Self-esteem includes confidence, achievement, respect of others, and a need to be a unique individual. Being confident looks good on everyone, though some are more confident than others it still is needed to better yourself. Someone that gives there all nonstop and always does there best and never tries to take short cuts are the ones that everyone envies in school. They are the ones that get praised by all the teachers and they get awarded for doing their best. This can be both good and bad, good because then it shows the student that they are doing good and it makes themselves feel a lot better and it gives them confidence. Bad though because then it makes the other students feel bad about them and that causes their self-esteem to drop. Getting respect by a teacher and giving it is important to maintain a great classroom environment. If both parties are getting the respect needed, then everything works out in perfect harmony and the student can continue to work hard and the teacher can continue to help the student work
As there is a general rise in narcissism over time, the next pressing question is what factors drive these trends. Children develop cognitive processes to self-evaluate their actions and concept from the perception of others (Harter, 1999), but it is when these processes become maladaptive and the child develops excessive degrees of value of worth that narcissism develops (Thomaes, Brummelman, Reijntjes, & Bushman, 2013). This is exacerbated by dysfunctional parental styles where parents over-evaluate and inflate a child’s self-concept, thus creating the impression in the child that they are superior and makes them dependent on constant praise (Brummelman et al., 2015). Alternatively, perceptions of parental coldness
Self-esteem leads to creativity in the workplace and this is needed in most professions. When people understands that they deserve to be happy, it makes them to treat others with respect, kindness and goodwill. The long and short of this is that it leads to robust interpersonal relationships against destructive
Robins, R.W., Tracy, J.L., Shaver, P.R. (2001). Shamed into Self-Love: Dynamics, Roots, and Functions of Narcissism. Psychological Inquiry, 12(4), 230-236.
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.
Robbins & Judge (2009) describe narcissism as an individual “who has a grandiose sense of self-importance, requires excessive admiration, has a sense of entitlement, and is arrogant.” Poet Tony Hoagland brought up a valid observation in the textbook about the American culture
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