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The End of Self-Esteem. Self-Knowledge and Self-Evaluation in the Light of Unconditional Self-Acceptance

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Title: The End of Self-Esteem. Self-Knowledge and Self-Evaluation in the Light of Unconditional Self-Acceptance
Language: English
Authors: Malgorzata Walejko (ORCID 0000-0002-1979-0001)
Source: Studies in Philosophy and Education. 2025 44(5):557-576.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Self Esteem, Self Concept Measures, Self Evaluation (Individuals), Parent Influence, Achievement, Peer Acceptance, Adolescents, Adults, Role, Maturity (Individuals), Parent Child Relationship, Social Influences
DOI: 10.1007/s11217-025-10000-z
ISSN: 0039-3746
1573-191X
Abstract: In this article, by deriving detailed consequences from the Kantian principle of treating people as ends in themselves, I propose how it works through the psychological constructs of self-acceptance and self-concept development. Unconditional self-acceptance, based on non-judgmental awareness of thoughts and feelings, is important in education and therapy; inspired mainly by Albert Ellis, I ask whether and how it is possible to combine unconditional self-acceptance with self-knowledge and self-assessment within an ethical framework. After presenting the determinants of self-relating, I analyse the popular concept of self-esteem: whether it promotes a person's development and is logically and philosophically defensible. There is a risk of confusing egoic protection of one's self-esteem with personal development, and there are other dangers with self-esteem that I present in the light of mindset theory. I instead describe the forms of self-evaluation consistent with the attitude of self-acceptance: honest knowledge of one's own acts and its instrumental and non-instrumental value, while resigning from an overall evaluation of the self. As an alternative source of self-worth, I present approaches basing it merely on the personal existence. Finally, by formulating practical implications for education and for research, I suggest unconditional self-acceptance can be the basis of a new educational ethics, moving away from misleading and perfectionistic self-concepts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487326
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: In this article, by deriving detailed consequences from the Kantian principle of treating people as ends in themselves, I propose how it works through the psychological constructs of self-acceptance and self-concept development. Unconditional self-acceptance, based on non-judgmental awareness of thoughts and feelings, is important in education and therapy; inspired mainly by Albert Ellis, I ask whether and how it is possible to combine unconditional self-acceptance with self-knowledge and self-assessment within an ethical framework. After presenting the determinants of self-relating, I analyse the popular concept of self-esteem: whether it promotes a person's development and is logically and philosophically defensible. There is a risk of confusing egoic protection of one's self-esteem with personal development, and there are other dangers with self-esteem that I present in the light of mindset theory. I instead describe the forms of self-evaluation consistent with the attitude of self-acceptance: honest knowledge of one's own acts and its instrumental and non-instrumental value, while resigning from an overall evaluation of the self. As an alternative source of self-worth, I present approaches basing it merely on the personal existence. Finally, by formulating practical implications for education and for research, I suggest unconditional self-acceptance can be the basis of a new educational ethics, moving away from misleading and perfectionistic self-concepts.
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