中国文化观照下的社会情感学习

Scrutinizing Social-emotional Learning from Chinese Perspectives

兴起于美国的社会情感学习近年来逐渐受到中国教育研究者和实践者的关注。在借鉴这一教育理念并将它运用到中国教育情境时,需要深刻理解其所根植的西方文化对其核心思想的塑造,并对此保持反思性的审察。以这种审察作为对照,从中国文化的视角,围绕社会情感学习的三个核心概念——自我、社会和情感——展开对于这一教育理念内涵实质的探讨。通过厘清先秦时期儒家和道家对于相关概念的论述,为理解和践行社会情感学习提供中国理论的视角,即通过在具体情境中直接体验,获得对自身与其环境之间内在关联性的敏感觉知,从而能够自然地进行合宜的情感表达。

Social-emotional learning(SEL),emerging in the US,has drawn an increasing attention from Chinese educational scholars and practitioners.When borrowing and implementing SEL in the Chinese context,it is crucial to reflectively scrutinize how this idea has been rooted in and shaped by the Western culture.This paper aims to elaborate social-emotional learning via re-understanding “self”,“society” and “emotion” from Chinese perspectives,particularly,drawing on Confucian and Daoist thoughts in early China.Chinese perspectives emphasize students would be able to learn how to gain sensitivity to the intrinsic relevance between oneself and one’s environment through direct experience in specific situations so that one can naturally express his appropriate emotions.