Essentialist beliefs and school governance
Bibliographic Data
| ID | 8859306 |
|---|---|
| Authors | Nicolas Cuneen (0000-0001-8910-9819, UCLouvain, corresponding author) |
| Year | 2020 |
| Volume | 53 |
| Issue | 4 |
| Pages | 338-349 |
| Publication date | 2020-06-21 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2020.1782733 |
| OpenAlex | W3035851122 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This article examines two issues related to essentialist beliefs, autonomy and education. The first issue concerns the conceptualization of the role of essentialist beliefs about selfhood in the development of a continually transformative relationship with oneself. We argue that Carol Dweck’s understanding of the regular causality of implicit beliefs about selfhood is too narrow, and that these beliefs are better understood as taking part in a complex relationship of belief. The second issue concerns the way that certain governmental aspects of educational institutions might affect schools’ capacity to help students develop a healthy belief relationship with regard to identity essentialism. Our hypothesis is that further investment in teachers’ professional authority and attentional autonomy, which involves the creation of normative gaps, among other conditions, constitutes a key lever for creating schools in which non-essentialist beliefs are embodied, rather than explained or inculcated
Aesthetics · Affect (linguistics · Autonomy · Conceptualization · Embodied cognition · Epistemology · Essentialism · Higher education · Identity (music · Normative · Pedagogy · Philosophy of education · Political science · Sociology · Transformative learning · Diverse Education Studies and Reforms · Law · Philosophy · Psychology · Religious Education and Schools · Social Psychology · Values and Moral Education
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The Fourth Way of Finland
The reflective practitioner
Psychological Essentialism, Implicit Theories, and Intergroup Relations
Motivational processes affecting learning
Implicit theories about willpower predict self-regulation and grades in everyday life
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |