Abstract
This article contributes to the emerging literature on social and emotional learning (SEL) from a Vygotskian perspective. A critical perspective on SEL in the context of schooling in the United States situates current interest in SEL programs. Vygotsky's foundational work from the 1920s and 1930s is used to clarify learning as unified, and the concept of feeling is elaborated with literature relevant to learning in school environments and across the life course. Potential next steps for research are noted, in particular given the unity of speech, thinking, and feeling and the literature on the role of social speech and dialogue in learning and development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
