Promote Social Emotional Learning

 
SELThe time for social, emotional, and ethical learning has come.  ~His Holiness the Dalai Lama
 
Social Emotional Learning (SEL) isn’t just a current fad.  It is the educational gateway to a bright new world populated with young people who are caring, kind and compassionate.
 
The Charter for Compassion is promoting two SEL courses for all our community initiatives, Think Equal and SEE Learning.  Explore with us how you can bring both programs to your communities.

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Think Equal is a non-profit charity registered in the UK and USA. It aims to promote best practice quality education, inclusion, and equality in early childhood development and to collaborate with governments and global actors to bring this early childhood development program successfully to scale. Think Equal believes that there is a “missing subject,” and that every child across the world has an inalienable right to be nurtured with values, life skills and competencies which enable healthy and positive life outcomes. How can it be deemed compulsory for a child to learn mathematics, but it is optional for that child to learn how to value another human being or to lead healthy relationships?
 
In the Early Years, ages 3-6, when the child’s personality and moral framework are still developing, we must ensure that our children’s hearts are educated, and not just their heads. We must commit to a holistic approach to education which will result in a new generation of equal-thinkers and global citizens who can rise to the challenges of the 21st century.
 
Think Equal believes that the earlier we start the process of introducing social and emotional learning to children, the greater the effect in terms of increasing pro-social behaviors and attitudes, and lessening disaffection, discriminatory, negative, and anti-social behavior patterns into adolescence and beyond.
Think Equal has designed and created for this purpose a concrete step by step Social and Emotional Learning (SEL) Program which is simple to implement and detailed. Think Equal has researched and gathered best practice resources and tools in the field and has developed its program with advice and input from global experts and visionaries in education, gender, psychology, and neuroscience.
 
Think Equal believes in the learner’s autonomy and in the child as an agent of social change. We aim to empower the learner through various individual narratives, which inform social and emotional development, and create a greater collective narrative. The individual learner is encouraged to play a collaborative and contributive part in the community and the world beyond it. Ubuntu is the underlying philosophy of the Think Equal Program – I am the other you and you are the other me; our humanity is bound together.
 
The Charter for Compassion will work with Compassionate Community Initiatives that wish to bring Think Equal to their school districts and to private and independent systems. 
 
Contact us at the Charter to explore how this can happen.  Learn more about Think Equal at their website. The Charter for Compassion has helped to introduce and facilitate Think Equal programs in Australia and Mexico.
 
SEELEARNINGSocial, Emotional, and Ethical (SEE) Learning is an innovative K-12 education program developed by Emory University.
 
SEE Learning™ provides educators with the tools they need to foster the development of emotional, social, and ethical intelligence for students and themselves.
 
SEE Learning™ represents the state of the art in education by enhancing SEL programming with key additional components, including:
 
* attention training
* compassion and ethical discernment
* systems thinking
* resilience and trauma-informed practice
 
This program provides educators with a developmentally staged curriculum consisting of easy-to-implement lessons, the conceptual framework used to design the curriculum, and resources for educator preparation and development. SEE Learning empowers students to engage ethically as part of a global community and provides educators with the tools to support student well-being.
 
The SEE Learning framework owes its existence to several pioneers, researchers, and educators who have explored creatively and thoughtfully what education can be to maximize the flourishing of present and future generations.  It builds on the innovative work done in Social and Emotional Learning (SEL) and other educational initiatives that seek to introduce holistic education into schools.  Those familiar with Dr. Daniel Goleman’s work on emotional intelligence or the five sets of competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning)1 will no doubt find a great deal of resonance between these approaches and the SEE Learning framework, and the influence of Dr. Goleman and Peter Senge’s book, The Triple Focus: A New Approach to Education, can be clearly seen.  Where schools already have existing SEL programs, SEE Learning can be used to complement these programs.  No background in SEL, however, is required to understand SEE Learning. 
 
SEE Learning builds on the pioneering work done by the SEL community, developing and adding components that are often not found in SEL but that have been suggested by some of the founders of SEL.  The first of these is an emphasis on cultivating the skill of attention.  Attention is a fundamental skill that impacts all aspects of learning, yet it has been largely neglected as an explicit focus for education.  As Dr. Goleman notes, “Because it is such an essential element of helping children better manage their inner worlds and enhance learning, training in attention seems an obvious next step for SEL.”
 
Secondly, SEE Learning adds to SEL a more comprehensive focus on ethics.  This is not an ethics based on a particular culture or religion, but rather one grounded in basic human values such as compassion.  In SEE Learning the benefits of kindness and compassion are explored, and students are taught material and practices that can contribute to a greater ability to care skillfully for themselves and others.  Growing scientific evidence supports the notion that a compassionate, caring attitude is beneficial not only to others but also to oneself in terms of physical and emotional health, and the implications of such an attitude for social well-being are clear.  Dr. Goleman has pointed out the absence of this critical component in schools: “It’s not enough just to know how other people think or feel; we also need to be concerned about them and be ready to help.  I think this is a vital life skill for both kids and adults, and such an addition to SEL would be an important next step for schools.”
 
Thirdly, SEE Learning includes a focus on increasing awareness of interdependence and systems, as well as the critical thinking skills necessary for responsible decision-making.  In our increasingly dynamic and globalized world, both personal success and ethical action require a sophisticated appreciation of interdependence, systems and complexity. Increasingly, schools are recognizing the need to prepare students to be global citizens who can navigate an increasingly complex world in a responsible way that can contribute to their own and others’ flourishing.  A systems approach—namely one that recognizes that we exist within and are affected by interdependent systems—is the logical next step for programs that focus on helping students learn practices of self-care and other-care.
 
 
Contact the Charter for Compassion if you wish to explore how your schools and/or educational organizations can be involved with SEE Learning. 
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