EdSurge has an obnoxious piece of Social-Emotional Learning propaganda up. The article is not quite as desperate as the headline would lead you to believe – “The Future of Education Depends on Social Emotional Learning: Here’s Why.”
It did capture my attention.
Gasp! How will kids learn without social-emotional learning?
*Choke.* How will teachers teach?
Giancarlo Brotto whose bio says “has more than 20 years experience working in education technology in K-12 and university environments. His areas of expertise include education policy, classroom practice, training and professional development, education research and technology implementation. As SMART’s Global Education Strategist, Giancarlo engages with thought leaders, researchers, and policy organizations to gain further insight on trends in the K-12 education space.”
Social and emotional abilities are said to be indicators of how well a person adjusts to his or her environment, adapts to change and, ultimately, how successful she or he will be in life. In fact, core development abilities such as conscientiousness, emotional stability, openness, and agreeableness can be as or even more important than cognitive intelligence in determining future employment. Despite these competencies being related to consequential life outcomes, it can be challenging for educators to find effective ways to prioritize, teach and assess social and emotional skills.
Developing these core life abilities through social and emotional learning (SEL) is critical to a child’s development, as it directly correlates to success and happiness as an adult. For many children, school is the only place where any deficiencies in these abilities can be addressed before they become active members of society.
Combining these skills with academic development creates high-quality learning experiences and environments that empower students to be more effective contributors in their classrooms today and in their workplaces and communities tomorrow.
HIs evidence? Two reports that are written by CASEL (an organization whose purpose is to advocate for social-emotional learning) and one report from The Organisation for Economic Co-operation and Development (OCED).
What his article is truly evidence of is the echo chamber that exists among education reformers.