 |
|
| The Necessity of Introducing Social Emotional=대학생의 가치판단력 향상을 위한 사회정서학습의 도입 필요성 | ||
| 作者 | Kim, Hyun-gu (著)=김현구 (au.) |
|---|---|
| 出處題名 | 한국교수불자연합학회지=Journal of Buddhist Professors in Korea |
| 卷期 | v.29 n.1 |
| 出版日期 | 2023.04 |
| 頁次 | 75 - 110 |
| 出版者 | 사단법인한국교수불자연합회 |
| 出版地 | Korea [韓國] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 英文=English |
| 附註項 | CNU, Research professor |
| 關鍵詞 | Compassion; SEL (Social & Emotional Learning); SEE (Social , Emotional , and Ethical) Learning; Ethical Literacy; Body Literacy; Emotional Literacy; 사회정서학습; 가치판단력; 정서이해력; 신체이해력; 연민심 |
| 摘要 | The purpose of this study is to propose a module that allows SEE (Social, Emotional, and Ethical) Learning, one of the SEL (Social & Emotional Learning), to be operated in university liberal arts education. This is suggested because of the need to develop social communication competencies that have been neglected due to the pandemic over the past three years and to strengthen emotional resilience to manage one’s negative emotions such as isolation and depression caused by social distance. It is returning to pre-pandemic, but the side effects are quite serious than expected. It’s still unfamiliar to talk to each other as if it’s more familiar to cover our faces with a mask and not expose ourselves. If our students have forgotten how to communicate, this will further deepen their isolation. In particular, students who have just entered college have only completed Korean SAT, so self-regulation that understands and resolves their needs and emotions is urgently needed. Therefore, freshmen need to develop self-regulation and social communication competencies to improve their academic achievement through motivation for college life. In addition, strengthening self-regulation capabilities and social communication capabilities will help them experience better value judgment at the moment of conflict or choice. In 2019, SEE Learning implements mindfulness-focused meditation in the curriculum from the very beginning. This reflects its fundamental focus on enhancing ‘body literacy’, which in turn enables the development of ‘emotional literacy’. While SEE Learning enables the development of emotional literacy with mindful attention practice, on a theoretical level, it reflects systematic thinking based on the concept of ‘interdependent arising’, and the cultivation of ‘compassion’ based on the commonality of human emotions, to develop ethical literacy. This paper demonstrates how I guided undergraduates using SEE Learning and conducted the SEE Learning Playbook as a learning activity this past semester. After exploring the results of SEE Learning class activities, at least one fact can be definitively confirmed. Through SEE Learning, participants were better able to face their destructive emotions and thoughts, such as frustration, depression, anxiety, and lethargy, which otherwise would have been unresolved, and were thereby able to feel more emotional comfort. These activities, therefore, evidently provided the students with an opportunity to make more informed value judgments during moments of conflict or decision. Based on this, it can be inferred that developing emotional literacy increases students’ ability to make flexible and active decisions in situations that call for value judgments. Therefore, this study explores whether participants who learned SEE Learning demonstrated better efficacy than before in situations that call for value judgments. To this end, it analyzes the reports of the participants’individual activities in the SEE Learning Playbook and determines whether their experience of emotional literacy education affected their ethical agency. Overall, this paper suggests that SEE Learning, if implemented at the undergraduate level, will improve students’ ability to make value judgments and constitutes an excellent foundation for the further development of personality education. 본 연구의 목적은 사회정서학습의 하나인 SEE(Social, Emotional, and Ethical) Learning을 대학교양교육에서 운영할 수 있도록 한 학기 강의모듈을 제안하는 것이다. 이는 지난 3년간 팬데믹으로 인하여 사회적 거리두기가 지속되면서 소홀해진 사회적 소통 역량을 키우고, 비대면 수업으로 인하여 심화된 고립감과 우울감과 같은 자신의 부정적 정서를 관리하는 정서 회복력을 강화해야 할 필요성 때문이다. 다시 팬데믹 이전으로 복귀하고 있지만, 그 후유증은 예상 외로 심각하다. 마스크로 얼굴을 가리고 자신을 노출하지 않는 것이 더 익숙한 듯 서로 눈을 마주보고 대화하는 것이 여전히 낯설다. 팀 활동 역시 비대면이 익숙한 듯 메신저로 의견을 주고받는 풍경도 보이곤 한다. 만일 우리 아이들이 소통하는 방법을 잊어버리기라도 한 것이라면, 이는 고립감을 더욱 심화시킬 것이다. 특히 대학에 갓 입학한 학생들은 입시를 위해 인지교육에 중점을 둔 교육과정만 마쳤기에 스스로의 욕구나 감정을 이해하고 해소하는 정서관리가 절실히 요구된다. 신입생들의 경우 자기관리와 사회적 소통 역량을 길러 이후의 대학생활에서 동기부여를 통한 학업성취도를 끌려 올릴 필요가 있다. 또한, 자기관리 역량과 사회적 소통 역량의 강화하는 것은 갈등의 상황이나 선택의 순 |
| 目次 | I. Forward 77 II. The Pedagogical Model and Development Background of SEE Learning 80 III. Preparing to Facilitate the Learning Experience 86 IV. Contents Brought to The Classroom from the SEE Learning Playbook and Feedback from participants 90 V. The Necessity of Introducing Social Emotional & Ethical Learning for Undergraduates 100 |
| ISSN | 20926553 (P) |
| 點閱次數 | 192 |
| 建檔日期 | 2023.08.29 |
| 更新日期 | 2023.08.29 |
建議您使用 Chrome, Firefox, Safari(Mac) 瀏覽器能獲得較好的檢索效果，IE不支援本檢索系統。
