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Educating for Comprehensive Well-being

ECNU Review of Education 2020年第3期3卷 406-436页

作者： Stanton Wortham Renata Love-Jones William Peters Stacy Morris Juan Cristòbal García-Huidobro Lynch School of Education and Human Development Boston College

Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and *** approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational *** article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond ***/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ***:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s *** analysis reviews how eleven contemporary approaches address these four ***/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key *** article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of *** also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.

关键词： Character education educational policy social emotional learning well-being whole person

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