Meeting of the Russian school with “social, emotional and ethical learning” (SEE-Learning) - organizational and pedagogical conditions
The article is devoted to the problem of implementing social, emotional and ethical learning (SEEL) in the Russian school as dependent on certain organizational and pedagogical conditions. The importance of the SEEL as an example of updating the content of education in accordance with the needs of 21c. has been analyzed. The characteristics of SEEL identified in the analysis, with its typology as a project of pedagogy of "big ideas" and concretization as a special humanistic movement, determined the requirements for the external and internal conditions for the introduction of SEEL programs in a school. The organizational and pedagogical conditions for the introduction of the SEEL program into school are understood as conditioned by the choice of the perspective from two possible ones: situational and activity; and the choice of an organizational approach from two possible ones: deficit and contextual; identification of the implementation model corresponding to a given educational organization from the list of possible versions, ranked by the completeness and intensity of implementation. The general algorithm of organizational and pedagogical actions for the introduction of a new program is described. Possible risks and problems of introducing a new program are identified, in terms of external and internal obstacles and general and individual difficulties.