Еducation of the human being in the New Millennium

 
PIIS023620070005381-6-1
DOI10.31857/S023620070005381-6
Publication type Article
Status Published
Authors
Affiliation: Independent researcher
Address: Russian Federation, Moscow
Journal nameChelovek
EditionVolume 30 Issue №3
Pages80-95
Abstract

The article focuses on the contemporary issues of upbringing and socialization, in connection with the introduction of social-emotional learning (SEL) abroad and in Russia. SEL is analyzed in its historical context and its relation to the humanistic paradigm. While  problematisating SEL  one finds that the most important meanings of programs in relation to education can be defined as dependence on one’s internal experience, a turn towards subjectiveness (as the condition for “practices of the Self”), and as the motivational transition to empathy, love and morality, and that they all that is achieved through the use of contemplative practices that make ‘slow down’, ‘stop’, ‘silence’ and create conditions for the development of empathy and love. In the philosophical analysis of the context of modern education, the effects that pose risks to the educational opportunities of SEL are revealed. Among such I regard the replacement of “upbringing” by “learning” as a symptomatic phenomenon, and I link the latter with educational policies in the world that are influenced by a neo-liberalist mentality oriented towards an economic approach in understanding humans.

Keywordsupbringing, socialization, philosophy of education, emotional intelligence, moral education, social-emotional learning, neoliberal educational politics.
Received24.06.2019
Publication date24.06.2019
Number of characters29766
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