Throughout Jean Twenge’s, a professor at San Diego State University, essay “An Army of One: Me”, there is an inevitable theme that the Generation Me[GenMe], who were born after 1960s-1970s, focuses too much on themselves due to the school self-esteem programs and then overlooks the significance of making an effort. Compared with the generation before 1960s, the social culture in that time was group-centered, which meant that they preferred to consider the public interest first. However, today’s American culture has been shifted to focus on the individual and to put self interest first. This is not going to conclude that the group-centered culture is more superior than the individualism-culture or the individualism-culture should be eliminated
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Similarly for kids, these kids can easily set up a self-confident and self-love situation through the self-esteem programs, but the strength of the self-esteem cannot remedy or even balance their deficient reading skills and low mathematic exam scores. As Twenge mentions in her essay, another example is that 48% of American freshmen report that they got A average grade in the high-school life in 2004, compared to 18% in 1968, even if the average SAT scores decreased in that time period. This clearly convinces that the school self-esteem program has some defectives. With development of economics and technologies, kids should deserve the better scores in the standard test because of the better education atmosphere and equipments. Regrettably, the result almost beyond people’s expectations. The reading abilities, mathematic scores and communication skills are all essential to live in this real world and will greatly help these kids gain more in their future lives as well. In addition, the self-esteem programs have the high risk of refusing others friendly suggestions, causing them to living in their own world, and eventually rejecting any kinds of communications with this world. The school self-esteem programs not only provide …show more content…
Most of children build their cognitive abilities and values in schools, which means that the school education is noteworthy for kids’ future lives. Twenge explains that “Everyone can do something well. Kids who are not athletic or who struggle with school might be have another talent, like music or art”(502). The Self-esteem programs can based on “something” instead of basing on “everything”. The school should not approval everything that kids do. It should focus on some specific fields to stimulate kids to tap their potentialities. If some kids are not talented in the sports or mathematics, it is not a shame to admit that. Indeed, we should be admit that. The current school self-esteem curriculum should be enfeebled and the future curriculum should place equal emphasis on self-esteem and achievement, ideals, goals, characters and decency. Almost no one can be talented on everything and almost everyone has their own shortcomings. Once their own positive features have been discovered, the appropriate self-esteem can motivate the kids to do more. As well, kids should be encouraged to achieve their goals, their scores, their ideas. Not just simply self-esteem even though some of them do not get anything. Like Twenge says that self-esteem is a consequence, not a cause. The
Similarly for kids, these kids can easily set up a self-confident and self-love situation through the self-esteem programs, but the strength of the self-esteem cannot remedy or even balance their deficient reading skills and low mathematic exam scores. As Twenge mentions in her essay, another example is that 48% of American freshmen report that they got A average grade in the high-school life in 2004, compared to 18% in 1968, even if the average SAT scores decreased in that time period. This clearly convinces that the school self-esteem program has some defectives. With development of economics and technologies, kids should deserve the better scores in the standard test because of the better education atmosphere and equipments. Regrettably, the result almost beyond people’s expectations. The reading abilities, mathematic scores and communication skills are all essential to live in this real world and will greatly help these kids gain more in their future lives as well. In addition, the self-esteem programs have the high risk of refusing others friendly suggestions, causing them to living in their own world, and eventually rejecting any kinds of communications with this world. The school self-esteem programs not only provide …show more content…
Most of children build their cognitive abilities and values in schools, which means that the school education is noteworthy for kids’ future lives. Twenge explains that “Everyone can do something well. Kids who are not athletic or who struggle with school might be have another talent, like music or art”(502). The Self-esteem programs can based on “something” instead of basing on “everything”. The school should not approval everything that kids do. It should focus on some specific fields to stimulate kids to tap their potentialities. If some kids are not talented in the sports or mathematics, it is not a shame to admit that. Indeed, we should be admit that. The current school self-esteem curriculum should be enfeebled and the future curriculum should place equal emphasis on self-esteem and achievement, ideals, goals, characters and decency. Almost no one can be talented on everything and almost everyone has their own shortcomings. Once their own positive features have been discovered, the appropriate self-esteem can motivate the kids to do more. As well, kids should be encouraged to achieve their goals, their scores, their ideas. Not just simply self-esteem even though some of them do not get anything. Like Twenge says that self-esteem is a consequence, not a cause. The