Learning to walk in another's shoes. (March 2017)

• Record Type: Journal Article
• Authors: Gehlbach, Hunter
• Is Part Of: Phi Delta Kappan. Volume 98:Number 6(2017:Mar.)
• Page Start: 8
• Page End: 12
• Publication Date: 2017-03
• Subjects: Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721717696471
• Languages: English
• ISSNs: 0031-7217

Abstract

Despite the enthusiasm around social-emotional learning, the vast number of skills, dispositions, and attitudes we hope to infuse into students will overwhelm even the most ambitious schools. However, a single core capacity underlies a great many social-emotional learning outcomes: social perspective taking. Recent research on this process of "reading" others — figuring out their thoughts, feelings, and motivations — suggests that we now know enough to teach this capacity to students. By helping youth engage in this process regularly as "detectives" rather than "judges" and providing them with feedback, a constellation of social-emotional learnings will blossom .