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The consequences of recent health, social and political crisis have opened up new challenges for Chilean educational system, such as promoting social and emotional development among students. Within this framework, different models and perspectives regarding socio-emotional education and learning have gained relevance. Nevertheless, implementing these models in Chilean educational contexts requires discussing topics related to i) perspectives that may be adopted on emotions within educational processes, (ii) ways of understanding student's and teacher's roles in its implementation, and (iii) our own position upon social and emotional learning as an educational proposal. These elements are discussed in this essay. ; Las consecuencias de la crisis sanitaria, social y política reciente han planteado nuevos desafíos al sistema educativo chileno. Entre estos desafíos se encuentra propiciar el desarrollo socioemocional de sus estudiantes. En este contexto, distintos modelos y perspectivas sobre la educación y el aprendizaje socioemocional han adquirido gran relevancia y, a la vez, han puesto en evidencia que su implementación en el contexto educativo chileno requiere discutir aspectos como (i) la perspectiva a adoptar en torno a las emociones en los procesos educativos, (ii) la forma de comprender el rol de estudiantes y docentes involucrados/as en su implementación y (iii) el propio posicionamiento frente al desarrollo socioemocional como propuesta educativa. Estos elementos son discutidos en el presente ensayo.

Socio-emotional education is sometimes referred to as the missing part that links academic knowledge to success in school, family, community, workplace, and life. Emotion intelligence is basically a construct that has gained rather great interest nowadays, especially its influence on interpersonal relationships by contributing to optimal social functioning. Recent events both in the country and in the world show how dangerous it is when children do not acquire a solid moral foundation in acquiring knowledge. Meanwhile, socio-emotional education linked to academic teaching helps to solve this issue. Recently, there has been more and more discussions about socio-emotional education and its positive impact on children's psychological health. Socio-emotional abilities (so-called "emotional intelligence", "social intelligence") are the abilities to work together with others, to learn productively, to play the most important roles in the family, community, workplace. Success not only in school but also in later life phases accompanies those students who: a) realistically evaluates oneself and one's possibilities (self-awareness); b) properly manages their feelings and controls their behavior (self-control); c) accurately interprets the signs of the social environment (social awareness); d) effectively resolves interpersonal conflicts (communication skills); e) makes good decisions in the face of day-to-day difficulties (responsible decision making). Therefore, this paper discusses on how to identify the knowledge and skills of students in socio-emotional education and at the same time to identify certain areas where some gaps still exist.

Previous research on predictors of populism and nativism has predominantly focused on socio-economic (e.g., education, employment, social status), and socio-cultural explanations (e.g., social identity and social status). In recent years, however, the role of negative emotions has become increasingly important in the study of populism and related concepts. In the current study, we examined two distinct negative emotions: anxiety and anger. We collected survey data from participants in 15 European countries ( N = 7,726) and tested three sets of measures reflecting different explanations, economic (e.g., education), socio-cultural (e.g., social identity), and emotional in predicting populist attitudes (compromising items on anti-elitism and people-centrism) and nativism. We tested these different predictors using structural equation modeling (SEM). The results of our basic SEM models show that negative emotions (anxiety and anger) predict both populist attitudes (people-centrism and anti-elitism) and nativism. In particular, anxiety predicts anger, which in turn predicts both populist attitudes and nativism. In our advanced SEM models, people-centrism was predicted by anger and social identity, whereas nativism was predicted by anger, anxiety, social identity, and education. Our study shows that negative emotions (anger, anxiety) are much better predictors of populist attitudes and nativism than mere socio-economic and socio-cultural factors.

AbstractThis article focuses on integrating topics of emotional intelligence in curricular and co‐curricular collegiate leadership education. The authors spotlight one institution's use of emotionally intelligent leadership as a framework across a variety of leadership programs, courses, and trainings. Critiques, considerations, and resources to inform leadership education efforts that focus on emotional intelligence are included.

This article discusses the role of culture in children's emotional development and learning. Cultural orientation regarding self and relationships with others shapes cultural models of emotion regulation and expression. While independent cultures support open expression of emotions, interdependent cultures value the modulation of emotions. Children learn culture-appropriate ways of emotion regulation through socialisation in the family, acquisition of language, exposure to cultural products (e.g., children's books), and school activities. This article offers recommendations on how to design culture-grounded socio-emotional programs that take into account cultural values, indigenous content, and emotion regulation strategies contingent with culture-specific adaptive goals.

The word ubuntu is a term that originated in southern Africa amongst the Nguni tribes. It made an official entry into public discourse in South Africa, in 1994, under Nelson Mandela's government of national unity. It has a variety of interrelated meanings that will be explored in more detail, but since this talk is about ubuntu in education, I will begin with the definition of ubuntu that I learnt at school: A person is a person though other people. ; 1a ed.

The article addresses an issue important in educational sciences which is emotional education understood as an activity for human emotional development. It is important in the context of lifelong learning, that is, both for the functioning of children and young people at school and for the lifelong learning of adults. Emotional education plays a significant role in the development of pro-social attitudes, the functioning of individuals in the local community, and in the building of civil society. Owing to the fact that the objectives of education and the principles of their implementation in educational practice are based on different theoretical assumptions, two different approaches to emotional education were distinguished, that is, technological-instrumental and humanistic-critical. There are clear and significant differences between those two perspectives, and not only in the way they conceptualize and explain "emotional education." The two singled out approaches have consequences for educational policy and pedagogical practice. The aim of the article is to characterize both of the theoretical perspectives at hand and to indicate their implications for pedagogical activities.