DUYUŞSAL EĞİTİM SÜRECİNDE DUYGUSAL OKURYAZARLIK BECERİLERİ VE EĞİTİM UYGULAMALARI

Abstract

This study aims to describe the significance of emotional literacy education in relation to affective education and to provide sample educational practices. This study is designed as a document analysis which is a type of qualitative research method. In line with the literature, descriptive analysis was used in the analysis of the collected data, and the data were organized, interpreted, and presented in detail in a reader friendly way. The findings of the study indicate that the negligence of affective education and emotional literacy seems to cause some problems in society. In the new process, affective education and emotional literacy skills should be given more place in school programs, and the related goals and outcomes should be included in the planning of the process in accordance with the characteristics of individuals’ developmental characteristics and grade levels. In addition to the cognitive and psychomotor gains of individuals, social, emotional and spiritual support can provide a fully holistic development in terms of affective education and emotional literacy skills. First of all, emotional awareness training should be given importance. In addition, the shareholders’ understanding, and approaches of education should be common in the education process, and in this way, common feelings, thoughts and behaviors should be developed among individuals. At the same time, some practical examples of emotional literacy education used in affective education process should be put forward concretely. It is expected that the educational practices included in the study will be used in the educational environments and contribute to the related studies.