Your new post is loading...
Perhaps it’s no surprise that there was so much talk this year about education, technology, and emotional health. I mean, 2017 really sucked, and we’re all feeling it.
As support services get axed and the social safety net becomes threadbare, our well-being – our economic and emotional well-being – becomes more and more fragile. People are stressed out, and people are demoralized, and people are depressed. People are struggling, and people are vulnerable, and people are afraid. And “people” here certainly includes students.
All the talk of the importance of “emotion” in education reflects other trends too. It’s a reaction, I’d say, to the current obsession with artificial intelligence and a response to all the stories we were told this year about robots on the cusp of replacing, out-“thinking,” and out-working us. If indeed robots will excel at those tasks that are logical and analytical, schools must instead develop in students – or so the story goes – more “emotional intelligence,” the more “human” capacity for empathy and care.
Talk of “emotion” has also been the focus of several education reform narratives for the last few years – calls for students to develop “grit” and “growth mindsets” and the like. (So much easier than addressing structural inequality.)
Via Miloš Bajčetić
