What is SEE Learning
Social, Emotional and Ethical Learning (SEE Learning) is an international program developed on the basis of Social and Emotional Learning.
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Social, Emotional and Ethical Learning in Ukraine
Content
The program is developed:
- for preschool education,
- for school education.
It can be used
- at all levels of education
What is Social, Emotional and Ethical Learning and why we need it
"I'd call SEE Learning 'SEL 2.0', showing the way to the future direction for this critically important educational approach."
Daniel Goleman, author of “Emotional Intelligence”, CASEL co-founder
Creating Theory
The SEE Learning program is based on philosophy and methodology developed, tested, and improved for over 20 years by the international research and science team of Emory University in Atlanta, USA.
It grew out of Daniel Goleman’s work on emotional intelligence and the world’s best educational practices, inspired by the calls of the Dalai Lama for peace, understanding, compassion, and awareness that all human beings share one home, the planet Earth.
Emory University
Leading Research University of Atlanta, Georgia, USA.
Turning scientific knowledge into an educational program.
Long-term relationship with the Dalai Lama 14th.
Memorandum of cooperation with the "EdCamp Ukraine" Public Organization.
Combination of Western rationalism and Eastern philosophy of contemplation.
Advisors
Daniel Goleman
PhD, author of books “Emotional Intelligence”, “Social Intelligence” and “A Force for Good”, co-author of “The Triple Focus: A New Approach to Education”
Social, Emotional and Ethical Learning is a secular program
Social, emotional and ethical learning is a secular program. From the very start, it was created for international implementation and grew from the cooperation of people from different cultures and countries – people who even speak different languages; therefore, it does not contain anything that could conflict with any historical, cultural or religious context. On top of that, it is open to adaptation and modification based on the national characteristics of the education system.
“We need a new ethic which incorporates the best values to be found in all religions, but which is equally convincing to people with no religious faith at all.”
“Just to pray or rely on religious faith is not sufficient. It will remain a source of inspiration, but in terms of seven billion human beings it’s not sufficient. No matter how excellent, no religion can be universal. So we have another way to promote these values.
I think the only way really is … through education. Education is universal.
We must teach people, especially our youth, the source of happiness and satisfaction. We must teach them that the ultimate source of happiness is within themselves. Not machine. Not technology. Not money. Not power.”
Social, Emotional and Ethical Learning: Special features of the international program
The three dimensions and three domains
- Personal
- Systems
- Social
- Awareness
- Compassion
- Engagement
- Domains
- Dimensions
SEE Learning is based around three dimensions, which broadly encompass the types of knowledge and competencies it seeks to foster in students:
- (1) awareness,
- (2) compassion,
- (3) engagement.
Each of these three dimensions can be approached in three domains:
- (1) personal,
- (2) social,
- (3) systems.
SEE Learning framework builds on the evidence-based work of SEL and parallels the model suggested in Goleman and Senge’s “The Triple Focus”: a focus on self, a focus on others, and a focus on interdependence and systems.
Why SEE Learning is innovative
The SEE Learning program lessons contain a system of tasks and exercises aimed at developing skills crucial for modern students, but rarely used in the education systems that are focused solely on academic achievements.
Attention training
- Noticing and describing sensations in the body, and understanding how they relate to stress and well-being
- Using strategies to focus and sustain attention
- Attending to and identifying one’s emotions in type and intensity as they arise
- Categorizing emotions in relation to one’s own experience and to existing emotion models, creating the map of the mind
Compassion and ethical mindset
- Accepting oneself and one’s emotions by understanding their context, allowing for a relaxation of self-judgment
- Understanding others’ feelings and emotions in context
- Valuing the benefits of kindness and compassion and purposefully nourishing them as a disposition
- Relating constructively with others
Resilience-informed and trauma-informed practices
- Understanding oneself and others better
- Maintaining emotional hygiene
- Applying cognitive flexibility and critical thinking
- Transforming conflicts
- Identifying one’s resources and using them when needed
Awareness of interdependence and systems thinking
- Understanding interdependent systems and their impact on well-being
- Comprehending the interrelated nature of our world and the methods of systems thinking
- Recognizing how individuals exist within a systems context
- Recognizing how people affect and are affected by the world
- Exploring one’s potential for effecting positive change in community and world
Nondiscrimination and equality
- Appreciating the fundamental equality of all
- Extending the realization of fundamental equality and common humanity to those outside one’s immediate community and ultimately to the world
- Recognizing how systems can promote or compromise well-being on cultural and structural levels, such as by promoting positive values or perpetuating problematic beliefs and inequities
Social, Emotional and Ethical Learning: learning that helps you feel confident and happy
The pedagogical model
SEE Learning employs a pedagogical model in which students are guided to move through three levels of understanding as they gain proficiency in the fundamentals of each competency.
Levels of understanding
1
Received knowledge
2
Critical insight
3
Embodied understanding
This pedagogical model implies exploration by students on their own, not direct instruction.
The teachers’ role in SEE Learning is often that of a facilitator rather than instructor.
Engaged learning pedagogy
Students are encouraged to think for themselves and embrace their questions along key learning threads:
Critical thinking
Community engagement projects
Reflective practices
Creative expression
Scientific perspectives
Cooperative learning
Ecological learning
Lesson structure
1
Check-in
2
Presentation / discussion
3
Critical thinking exercises
4
Reflective practice
5
Debrief
Model implementation options
School-wide
Classroom
Homeroom classes
Advisory
After-school / community-based
What is the
SEE Learning Program and
how it works
What is affected by SEE Learning
Academic achievement
(assessment, standardized tests)
Behavioural adaptation
(reconciliation with others, conflict transformation, lower aggression, reduced bullying)
Emotional health and well-being
(lower rates of depression and social isolation)
SEE Learning global results of January 2021
93%
of educators
are satisfied with the SEE Learning program and its resources
24
countries
formalized the introduction of SEE Learning into the education system
96%
of educators
are positive that SEE Learning increases emotional and ethical competence
140
certified facilitators
13 000
educators from 145 countries joined
COVID-19 Resources
Countries where SEE Learning is implemented at the system level
SEE Learning official website
SEE Learning video from Emory University
More about SEE Learning
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