Selfhood and Self-Esteem. A Phenomenological Critique of an Educational and Psychological Concept Savastis ir savigarba. Edukologin s ir psichologin s s vokos fenomenologin kritika

The concept of “self-esteem” plays a crucial but at the same time ambivalent role in contemporary educational discourse. On the one hand high self-esteem is put forward as a solution for educational problems. On the other hand philosophers of education argued that the concept of “self-esteem” is not doing justice to educational situations and thus an unjustified transfer of a psychological concept to the sphere of education. The paper at hand asks for the concept of “selfhood” that lies behind the different approaches to “self-esteem”. What is the “self ” we are esteeming? The paper formulates a philosophical reflection on the presuppositions inherent in both the “standard view” on self-esteem as well as in the criticism on it. Both proceed, as I want to show, from a one-sided and thus simplified concept of what it means to be a “self ”. I will argue that a phenomenological approach to “selfhood” can be helpful in order to gain a better understanding of the role of the “self” in education. Article in English Savigarbos s voka, būdama ambivalentin , vaidina lemiam vaidmen iuolaikiniame edukologiniame diskurse. Viena, savigarba i kyla kaip edukologini problem sprendimas. Kita, ugdymo filosof teigimu, savigarbos s voka neteis ta ugdant: tai yra psichologin s voka, nepagr stai perkelta ugdymo sfer . Straipsnyje nagrin jama savasties samprata, kuria paremtos vairios savigarbos“ prieigos. Keliamas klausimas, kas yra patyb , kuri gerbiame. Straipsnyje filosofi kai reflektuojamos tiek standartinio po iūrio“, tiek jos kritikos prielaidos. Abi i plaukia i vienpus s, supaprastintos patyb s sampratos. Teigiama, kad savasties fenomenologin prieiga padeda suprasti patyb s vaidmen ugdant. Straipsnis angl kalba