Social and Emotional Learning as a Solution for Adolescent Problems in Korea
There has been a recent movement in Korea to invigorate whole-person education in K-12 schools by developing students’ social and emotional competencies (SECs). As a means to promote these SECs, social and emotional learning (SEL) is receiving heightened
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Abstract There has been a recent movement in Korea to invigorate whole-person education in K-12 schools by developing students’ social and emotional competencies (SECs). As a means to promote these SECs, social and emotional learning (SEL) is receiving heightened attention in Korea. One reason for this is because adolescents’ psychological and behavioral problems (including depression, suicide, bullying, harassment, and delinquency) are on the rise. In part to address these national challenges, the Korean government has instituted the Character Education Promotion Act (CEPA). Under this Act, SEL is now a particular focus in schools and school subjects. In this chapter, we scrutinize the trends and essence of SEL-related research and practice in Korea, particularly as relevant to CEPA.
Keywords Social and emotional learning Social and emotional competencies Whole-person education Character education Character Education Promotion Act Confucianism
1 Introduction A review of the Korean social and emotional learning (SEL) literature reveals several trends. Early Korean studies treated SEL as equivalent to ethics learning. There was a heavy focus on the role of social and emotional factors in students’ moral reasoning and the development of SEL programs targeting ethical behavior. More recent studies, in comparison, generally adopt the definition of SEL offered by the Collaborative for Academic, Social, and Emotional Learning (CASEL 2015). CASEL identifies the following five interrelated SEL competence dimensions: S.K. Lee (&) M. Bong Department of Education and bMRI (Brain and Motivation Research Institute), Korea University, Seoul, Korea e-mail: [email protected] M. Bong e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 E. Frydenberg, A.J. Martin and R.J. Collie (eds.), Social and Emotional Learning in Australia and the Asia-Pacific, DOI 10.1007/978-981-10-3394-0_13
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self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL 2011; Durlak et al. 2015; Zins and Elias 2007). Following CASEL, many Korean SEL researchers have proposed what should be included in the core social and emotional competencies (SECs) that allow effective interpersonal communication and conflict resolution (SEL facets under CASEL). Honesty, empathy, sense of responsibility, as well as respect, caring, and understanding for and collaboration with others (also identified by CASEL) are important SECs, along with decorum and filial piety that are unique to Korean SEL. SEL in Korea, which is closely intertwined with character education, aims at cultivating the inner self and fostering the human qualities and capabilities necessary for harmoniously living with others, the community, and nature. In fact, the Korean government’s effort to thwart the increasing rate of adolescent maladjustment problems at school has culminated in the Character Education Promotion Act (CEPA), drafted by the Ministry of Education and legislated in 2015.
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