Goleman (2008) illustrated the profits of social and emotional learning in a student’s life. The article explained how these skills (social-emotional) are proved worthwhile for students because it enhances their academic attainments as well as make them more successful in their lives.
The study of Collaborative for Academic, Social, and Emotional Learning (CASEL) at Loyola University and the University of Illinois proved that social-emotional learning influenced the students in a positive manner. Their interests in studies increased and participation in unsociable activities minimized. The neuroscientist Davidson represented the mind-brain relationship. He showed that if the human being's sentiments get disturbed (such as with stress, anxiety etc.) then his ability of learning and remembering would be negatively affected. Therefore, learners should be provided with proper guidance to maintain their emotional balance. Lucas, a film director also emphasized to these abilities. He said in the contemporary world as computers help a lot to students in their academic work so teachers can provide them with psychological assistance to make them mentally stronger. Moreover, if pupils would make a better adjustment in both perspectives social and emotional, then no one can stop them to be successful.
Leland (2015) illustrated the benefits of including mindfulness in school’s curriculum. Mindfulness is meaningful for all age group students in their academic as well as personal life.
The term ‘Mindfulness’ refers to pay attention to the present situation and try to understand it. In an educational era, students encounter several problems that can lead to negative internal states such as anxiety, isolation, and stress. These mental states further lead to deleterious consequences (as like harassing others and antisocial behavior). If academic organizations provide accurate guidance of mindfulness to students then, their learning skills and academic growth would be enhanced because mindfulness emphasizes to focus calmer view on the present and stay away from disrupting elements. It also teaches to concentrate on innermost critical thinking, so they can know better their internal feelings and wisdom. Along with this, mindfulness also focuses on making the student a sociable and positive being who is aware that how he should emotionally react under the stressful situation. Social work and medical students go through from many difficult aspects (pressure, emotional fatigue and so on) during their internships. When they taught mindfulness techniques, they became competent to overcome stressful situations. Other optimistic outcomes were seen in the cases of harassment and students who had mental disorders.
Sternberg (2013) presented the reflection of the contemporary education system, which generally concentrate on the “theoretical or academic” performance while “practical intelligence” is entirely overlooked. Today’s younger generation is far away from the McGuffey Readers of old, “which sought to teach our students not only read books and to think, but also to think wisely”. The author also represents findings of research held by James Flynn of the University of Otago in New Zealand that are; in the 20th and 21st century, the scale of people’s intelligence based on IQ tests is inclined by 2 points in every decade.
Now, here a question raised if counting of intelligent people in the world is increasing then “why are so many things mess?” So, the answer is that our knowledge increases but not the explosion of knowledge. Further, every profession (such as banking, science, politics etc.) require more wisdom instead of theoretical skills. Along with keeping his approach, the author is not denying that knowledge and analytical skills are not valuable. But, judgment of an individual’s efficiency based on ability and achievement test is not appropriate. The situation of ethics in modern student life is also defined that how violation of ethical values is so easy among students with a vivid example of plagiarism. Students steal thoughts of others with great ease and pretend as they are their own without being aware of its consequences which they must face later. In short, they think ethical values apply to everyone excluding them.
Works cited
- Goleman, D. (2008). Social and emotional learning. Educational Leadership, 65(5), 89-91.
- Collaborative for Academic, Social, and Emotional Learning. (n.d.). About SEL. Retrieved from https://casel.org/what-is-sel/
- Davidson, R. J. (2002). Anxiety and affective style: Role of prefrontal cortex and amygdala. Biological Psychiatry, 51(1), 68-80.
- Lucas, G. (2017). The importance of social and emotional learning in education. Edutopia. Retrieved from https://www.edutopia.org/article/importance-social-emotional-learning-education
- Leland, R. (2015). The benefits of mindfulness in education. Huffington Post. Retrieved from https://www.huffpost.com/entry/the-benefits-of-mindfulness-in-education_b_56d46e96e4b03260bf777e40
- Sternberg, R. J. (2013). The concept of wisdom and its relations to intelligence and creativity. In The Oxford handbook of wisdom and the Bible (pp. 129-140). Oxford University Press.
- Flynn, J. R. (2010). Are we getting smarter? Rising IQ in the twenty-first century. Cambridge University Press.
- Gallagher, K. C. (2013). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance. Phi Delta Kappan, 94(5), 8-13.
- Curtis, D. F. (2017). Promoting ethical behavior in schools. Educational Leadership, 74(1), 66-70.
