Thanissaro, Phra Nicholas (2016) How sustainable is pupil self-esteem as an educational objective for religious minorities? Discourse and Communication for Sustainable Education, 7 (2). pp. 118-131. doi:10.1515/dcse-2016-0020 ISSN 2255-7547.

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Abstract

Although the importance of self-esteem in educational achievement is contested, it remains a significant touchstone of multicultural religious education. This study set out to establish differences in demographics and attitudes between high self-esteem and low self-esteem Buddhist teenagers who are a small religious minority in Britain. Low self-esteem teens expressed less well-being, more worry in relationships with their family and friends, low motivation in school, more supernatural beliefs, more introversion, felt Buddhism irrelevant and used the internet more. Self-esteem was not linked to religious values or environmental concern. Narrow focus on self-esteem as an educational aim risks the known weaknesses of multiculturalism that have since been overcome in pluralist education. The limited usefulness of the self-esteem concept does however reveal ways forward for teachers of minority education, introverts and sustainability.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology B Philosophy. Psychology. Religion > BQ Buddhism B Philosophy. Psychology. Religion > BV Practical Theology > BV1460 Religious Education
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- ) Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH):	Buddhists, Teenagers, Self-esteem, Typology (Psychology), Religious education
Journal or Publication Title:	Discourse and Communication for Sustainable Education
Publisher:	De Gruyter
ISSN:	2255-7547
Official Date:	18 December 2016
Dates:	Date Event 18 December 2016 Published 18 December 2016 Accepted
Volume:	7
Number:	2
Page Range:	pp. 118-131
DOI:	10.1515/dcse-2016-0020
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	21 December 2016
Date of first compliant Open Access:	21 December 2016
Funder:	University of Warwick Chancellor's Scholarship

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