Two things follow: 1) this flies in the face of thirty+ years of pedagogy bullshit: the self-esteem stuff, which says, "you're perfect as you are," etc. Obviously, if you're perfect as you are, why should you pay attention in class, or do two hours of homework a night, or figure out what a gerund is? And consequently, 2) maybe we should reinforce this kind of low-self-esteem in our students. Not to grind them into feeling horrible about themselves, but to convince them (I think rightfully) that education can help them improve themselves.
This seems like it should be quintessential American pedagogy. It seems obvious to me. But I would be chased out of a conference of higher education if I presented such a vision. But think about the assumptions we make if we don't think this way: don't we then have to admit that class-structure is rigid and determinative? Only education offers a way out of that trap.
Self-improvement. Think about how that implies an imperfect subject at the starting point. I don't get the feeling that most of my freshmen think of themselves as incomplete or imperfect -- but the best ones among them think that way.