| 来源类型 | Report |
| 规范类型 | 报告 |
| What social and emotional learning needs to succeed and survive | |
| Chester E. Finn Jr.; Frederick M. Hess | |
| 发表日期 | 2019-04-10 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | Key Points This report offers seven suggestions for social and emotional learning (SEL) advocates and funders as they seek to deliver on SEL’s promise and avoid its pitfalls. The case for SEL must not become an excuse to diminish attention to academic skills and knowledge or serve to deflect educators from the centrality of academic instruction. SEL will be counted a dismal failure if it encourages educators to settle for pillowy paeans to “happiness,” “self-esteem,” and “inclusivity” at the expense of harder things such as character, virtue, civility, and self-discipline. Introduction Social and emotional learning (SEL) has caught a sizable wave in American K–12 education. Googling the phrase will get more than 400 million hits. It’s the focus of a high-profile Aspen Institute national commission that issued its final report earlier this year1 and of innumerable policy powwows, professional development programs, and philanthropic initiatives. It has its own advocacy group, the Collaborative for Academic, Social, and Emotional Learning (CASEL), based in Chicago with a 33-member staff and more than 20 blue-ribbon funders. What is SEL exactly, and what’s all the fuss about? CASEL defines SEL as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”2 The Aspen Commission frames it as “the integration of social and emotional development with academic learning.”3 Obvious, you say? Self-evidently desirable? Stuff that good schools (and parents) have always done? An appealing if nebulous concept with much to like for folks on both left and right? Of course, say we. It’s all those things plus an attempt at rebalancing an education system that in recent decades has focused overmuch on reading and math scores while giving short shrift to character development, civic formation, and the cultivation of ethics among its young charges. Hence, superintendents, principals, and policymakers are right to embrace the (age-old) notion put forward by the SEL crowd that schools are about more than academics. The educational experience itself should be engaging, safe, and collaborative, and its goals must transcend the cultivation of literacy and numeracy. As they embrace SEL, however, practitioners and policymakers alike need to be wary of some clear dos and don’ts because their well-meaning efforts could also end up making schools worse. The case for SEL must not become an excuse to diminish attention to academic skills and knowledge or serve to deflect educators from the centrality of academic instruction. Sensibly configured, SEL should complement instruction in reading and math, as well as history, science, civics, literature, composition, and the arts. We are persuaded by common sense and some decent research that kids are better able to master academics when they feel safe, valued, emotionally secure, and socially at ease. After all, preparing students to be responsible citizens in a liberal democracy is a vital part of what schools are for. Academic instruction alone doesn’t cultivate that sort of competence. Both are essential. Read the full report. Notes |
| 主题 | K-12 Schooling |
| 标签 | education ; education spending ; K-12 education |
| URL | https://www.aei.org/research-products/report/what-social-and-emotional-learning-needs-to-succeed-and-survive/ |
| 来源智库 | American Enterprise Institute (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/206658 |
| 推荐引用方式 GB/T 7714 | Chester E. Finn Jr.,Frederick M. Hess. What social and emotional learning needs to succeed and survive. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| SEL-Guidance.pdf（2401KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
