The "F-Word" of Social and Emotional Learning: Faith

Autor/in	Rhames, Marilyn Anderson
Institution	American Enterprise Institute (AEI)
Titel	The "F-Word" of Social and Emotional Learning: Faith
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Religious Factors; Religion; State Church Separation; Spiritual Development; Child Development; Advocacy; School Districts; Teachers; Individual Needs; Churches; School Community Relationship + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kirche-Staat-Beziehung; Kindesentwicklung; Sozialanwaltschaft; School district; Schulbezirk; Lehrer; Lehrerin; Lehrende; Church; Kirche
Abstract	While Social and Emotional Learning (SEL) has many different definitions, the Collaborative for Academic, Social, and Emotional Learning (CASEL) defines it as "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." For millennia, this has been the ethos of religious doctrine, which inspired the creation of schools as a means to instill such values in children who would grow up and govern the world. Yet, schools are missing a golden opportunity to leverage this asset of faith to improve outcomes for kids, particularly in the much-discussed area of SEL. There is perhaps no place in education where the impact of religious faith is more evident than in social and emotional development. And that is because, for millions of Americans, faith powers it. But nobody would know this from looking at the SEL landscape. Despite the centrality of faith to millions of American children and families, faith is conspicuously absent from the SEL scene. Sadly, faith is also the topic teachers feel most restricted to discuss in the public square. This exaggerated deference to the establishment clause and general misinterpretation of the separation of church and state has threatened to squash the very source of encouragement that teachers of faith depend on to do their best work. The law may prohibit teacher-to-student prayer and proselytizing in public schools, but friendly educator-to-educator prayer and faith discussions are protected free speech under the free exercise clause of the First Amendment. Given these dilemmas that teachers have faced, this report offers some suggestions SEL advocates might consider to extract all the natural benefits for the mind, body, and spirit without appearing to endorse the "Faith Word." Official Partnerships between school districts and religious organizations could help alleviate tension around delivering faith inspired SEL. School districts tend to turn to the faith community for hope and healing "after" a mass shooting or some tragedy, but what would happen if districts partnered with faith institutions to establish proactive supports for student social and emotional well-being, not just as a reaction to a crisis? It will take a concerted effort on the part of SEL advocates, state and district leaders, philanthropy, and local educators to explore all that faith has to offer SEL. The first step is is for policy makers, and funders to consider and embrace the powerful role faith can play in SEL. (ERIC).
Anmerkungen	American Enterprise Institute. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site: http://www.aei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01