Table 5 - uploaded by Leehu Zysberg
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This paper presents the concept of emotional education (EE) as one of the major challenges to the field of formal education. We posit that the main confusion about and lack of promotion of EE in most formal education settings stems from the lack of a coherent, consistent model that allows the asking of questions and that applies the concept in rese...
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Citations
... Social and emotional competence (SEC), however, as a scientific term with its independent research field, has been an interest for just a few decades and is a new concept adopted in Vietnam in recent years (Dung & Zsolnai, 2021). This field of study develops as the acknowledgement of its significance recognised in effective learning and development, which traditionally concerned merely the domains of knowledge and academic skills (Zysberg & Hy, 2019). Social and emotional learning (SEL) is a process to promote SEC, which is the foundation competence for every child to be successful in a complex and competitive world (Hoang, 2016). ...
This study explores primary school teachers’ conceptions of social and emotional learning in Vietnam. The study is the first part of a grounded theory research on teachers’ perspectives and understanding of social and emotional learning. Thirteen primary school teachers in public schools representing three different school settings are recruited as participants during purposeful and theoretical sampling. The primary data collection method is intensive semi-structured interviews. With 17 meeting times during more than 20 hours of interviewing, the study reaches saturation, and a substantive theory is generated as the finding of the grounded theory research. The present study reports the first out of four parts of the research. The findings indicate that social and emotional learning is a part of life skill education in Vietnam and includes five elements: Self-awareness, Empathy, Emotional management, Cooperation, and Problem-solving skills. The study facilitates a foundation to investigate teachers’ perspectives on the significance and implementation of social and emotional learning in Vietnam.
Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central role of social practices, this paper spells out the key role that emotions play in moral education so understood and their relations with social practices. As emotions materialize our deeply held values, incorporated into lived experience, their cultivation will not simply be a matter of deliberation, but instead of the practical exploration of social practices that can nurture and sustain them.
