Current times demand an approach to education grounded in a humanistic vision that places people, human relationships, and the environment in which we live at the center of the educational process. This implies considering a series of values that guide the content, training processes, and curricular procedures within each educational context and system.
This educational vision requires a dialogical approach to learning, one that recognizes education as a transformative force capable of contributing to a sustainable future for all. To achieve this, it is necessary to adopt a comprehensive perspective on education and learning that includes cognitive, emotional, and ethical dimensions. This approach goes beyond conventional academic learning and embraces the challenges that such an effort entails.
Although teachers have long been concerned with the emotions of their students, educational institutions have traditionally paid greater attention to the development of cognitive and motor skills than to socio-emotional development. Until recently, it was widely believed that this area belonged primarily to the family domain rather than the school environment, or that emotional experiences and expressions were determined mainly by an individual’s character or personality. As a result, these dimensions of development were not viewed as areas that could be intentionally cultivated and strengthened in schools.
However, discussing emotional states, identifying them in oneself and others, and recognizing their causes and effects are essential practices. These processes help students behave more effectively, develop self-regulation, exercise autonomy, and act with greater confidence and safety. In addition, they encourage students to participate and collaborate with others in a peaceful and respectful manner.
When social and emotional learning skills are well developed, they support the successful management of important life tasks such as learning, problem solving, controlling impulsivity, and caring for oneself and others (Herman & Colins, 2018). An important aspect of socio-emotional education is the establishment and definition of the objectives it pursues, as well as the strategies and tools used to achieve them. It is important not to lose sight of its pedagogical nature so that its implementation does not generate methodological or conceptual confusion with the fields of psychology or health sciences.
Although the study of social relationships and emotions is closely related to human psychology, socio-emotional education is not based on clinical diagnosis, nor does it seek to function as an interpretive or therapeutic tool. Its purpose is to provide students and teachers with resources that strengthen the instructional environment and improve the daily interactions that occur in the classroom, addressing crucial socio-emotional aspects that promote learning and positive school coexistence.
One of the principal challenges lies in determining how to address socio-emotional needs without losing focus on academic learning. To what extent should students devote classroom time to resolving issues that, while beneficial to their overall development and well-being, may reduce the time available for mastering course content? This question highlights the need for a balanced educational approach.
The educational approach should guide teaching practice toward the comprehensive development of students and the achievement of goals that extend beyond academic disciplinary knowledge. This perspective is closely linked to the fundamental purpose of education, the way students are perceived, and the role teachers play in their professional practice. Balance is a key element.
Collaborative thinking involves deeply engaging with and building upon the ideas of others for mutual benefit (Gini-Newman & Case, 2018). Education is a shared endeavor in which both students and teachers learn through interactions grounded in the recognition of the dignity of every individual as a human being, capable of transforming themselves and their environment to expand opportunities for their own lives and for the lives of others.
References
Gini-Newman, G., & Case, R. (2018) Creating thinking classrooms: leading educational change for this century, 1st ed. Corwin.
Herman, B., & Colins, R. (2018) Social and emotional learning competencies. Wisconsin Department of Public Instruction.