Educating the whole child: social-emotional learning and ethics education

Ethics and Education 12 (2):218-232 (2017)

Authors
Michael Burroughs
California State University, Bakersfield
Abstract
Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique the assumption of uniformity between social-emotional and ethical literacy and argue for the significance of educational programming to support ethical competencies alongside or within SEL, including educating children to develop an autonomous ethical orientation. Doing so would advance the efforts of educators to provide an education for the whole child.
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DOI 10.1080/17449642.2017.1287388
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References found in this work BETA

The Moral Judgement of the Child.Jean Piaget - 1933 - Philosophy 8 (31):373-374.
The Moral Judgment of the Child.Jean Piaget - 1934 - Mind 43 (169):85-99.
Feelings in Moral Conflict and the Hazards of Emotional Intelligence.David Carr - 2002 - Ethical Theory and Moral Practice 5 (1):3-21.

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