Emotional intelligence plays vital role in our lives. In education, most systems place more emphasis on the intellectual development and less emphasis on the social and emotional development. Recent advancement in the field of Positive Psychology (Clifton, in the Gallop organisation, Seligman, 2002, and Diener) focuses on the strengths based learning. The paradigm shift in applied psychology from ‘deficit correction’ to capitalising and enhancing the strengths has been termed as the ‘third wave’ by some prominent psychologists.
Applied learning theorists have enriched the field of education by developing learning theories such as Thorndike, Pavlov, Skinner. All this has benefitted the process of education mostly by emphasizing learning on its own. However, the role of educational psychologists has been more focussed on ‘correctional’ practice.
Nevertheless, there have been efforts to widen the process of education and learning in by including the ‘holistic’ approach.
One of the most crucial and debatable issues has been the observation by educationists that ‘the child spends much larger learning time’ outside the school. Additionally the ‘peer group’ formed by the pupils in the schools has a unique mixture of social and emotional dynamics that affects the process of self regulated learning.
The challenge the educationist faces is whether schools should treat the moulding of aspiration and ‘learning to learn’ as a goal of education or leave it for the family and/or the society?
If yes, what are the conceptual and theoretical tools available to explore, assess, and enhance the process of aspiration and learning in the field of education. One of the most useful and important conceptual frameworks to aid such endeavour is understanding from the area of Social-Emotional learning.
This paper aims to explore together with the participants the historical, the current and the future trends of the role Social-emotional learning can play in education.
Applied learning theorists have enriched the field of education by developing learning theories such as Thorndike, Pavlov, Skinner. All this has benefitted the process of education mostly by emphasizing learning on its own. However, the role of educational psychologists has been more focussed on ‘correctional’ practice.
Nevertheless, there have been efforts to widen the process of education and learning in by including the ‘holistic’ approach.
One of the most crucial and debatable issues has been the observation by educationists that ‘the child spends much larger learning time’ outside the school. Additionally the ‘peer group’ formed by the pupils in the schools has a unique mixture of social and emotional dynamics that affects the process of self regulated learning.
The challenge the educationist faces is whether schools should treat the moulding of aspiration and ‘learning to learn’ as a goal of education or leave it for the family and/or the society?
If yes, what are the conceptual and theoretical tools available to explore, assess, and enhance the process of aspiration and learning in the field of education. One of the most useful and important conceptual frameworks to aid such endeavour is understanding from the area of Social-Emotional learning.
This paper aims to explore together with the participants the historical, the current and the future trends of the role Social-emotional learning can play in education.
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