Character, civic, and social emotional learning education
Files
Accepted manuscript
Date
2020-06-18
DOI
Authors
Coleman, Hardin L.K.
Version
Accepted manuscript
OA Version
Citation
Hardin Coleman. 2020. "Character, Civic, and Social Emotional Learning Education." Conference proceedings: Future of Education (10th Ed.). Future of Education. Florence, Italy, 2020-06-18 - 2020-06-19.
Abstract
Increasingly we are hearing calls to move beyond test scores and to enhance our focus on the education of the whole child. OECD [1] has laid out a framework for what type of education we want to have by 2030 in which they centered their vision of whole child development. Research in child human development and the neuroscience of learning also suggest that we need to expand our focus from academics outcomes (e.g., math and language knowledge) to pro-social outcomes such as personal agency, persistence, and civic engagement [2]). When, however, you look at the structures of schools, there is no clarity as to who owns the policies, procedures, or curriculum associated with educating the whole child. There is confusion as to what we mean by whole child and how we measure of our success in educating the whole child. The purpose of this essay is to describe three areas of practice that effectively address the development of the whole child, a) character education, b) civic education, and c) social emotional learning and discuss the ways in which they are different and similar. It will end with a discussion on the challenges faced in implementing such programs and demonstrating their value.