scholarly journals A Theory of War

2017 ◽  
Author(s):  
thomas Scheff
Keyword(s):  
Karl Marx ◽  
Feedback Loops ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Theory Of War ◽  
The Mind ◽  
Looking Glass

A Theory of War and Violence (First section)Thomas Scheff, G. Reginald Daniel, and Joseph Loe-Sterphone, Dept of Sociology, UCSB(9260 words total) Abstract: It is possible that war in modern societies is largely driven by emotions, but in a way that is almost completely hidden. Modernity individualizes the self and tends to ignore emotions. As a result, conflict can be caused by sequences in which the total hiding of humiliation leads to vengeance. This essay outlines a theory of the social-emotional world implied in the work of C. H. Cooley and others. Cooley’s concept of the “looking-glass self” can be used as antidote to the assumptions of modernity: the basic self is social and emotional: selves are based on “living in the mind” of others, with a result of feeling either pride of shame. Cooley discusses shame at some length, unlike most approaches, which tend to hide it. This essay proposes that the complete hiding of shame can lead to feedback loops (spirals) with no natural limit: shame about shame and anger is only the first step. Emotion backlogs can feed back when emotional experiences are completely hidden: avoiding all pain can lead to limitless spirals. These ideas may help explain the role of France in causing WWI, and Hitler’s rise to power in Germany. To the extent that these propositions are true, the part played by emotions and especially shame in causing wars need to be further studied.“...if a whole nation were to feel ashamed it would be like a lion recoiling in order to spring.” Karl Marx (1975, p. 200)

scholarly journals A Theory of War and Violence

2017 ◽  
Author(s):  
thomas Scheff
Keyword(s):  
Feedback Loops ◽  
The Self ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Theory Of War ◽  
The Mind ◽  
Looking Glass

It is possible that war in modern societies is largely driven by emotions, but in a way that is almost completely hidden. Modernity individualizes the self and tends to ignore emotions. As a result, conflict can be caused by sequences in which the total hiding of humiliation leads to vengeance. This essay outlines a theory of the social-emotional world implied in the work of C. H. Cooley and others. Cooley’s concept of the “looking-glass self” can be used as antidote to the assumptions of modernity: the basic self is social and emotional: selves are based on “living in the mind” of others, with a result of feeling either pride of shame. Cooley discusses shame at some length, unlike most approaches, which tend to hide it. This essay proposes that the complete hiding of shame can lead to feedback loops (spirals) with no natural limit: shame about shame and anger is only the first step. Emotion backlogs can feed back when emotional experiences are completely hidden: avoiding all pain can lead to limitless spirals. These ideas may help explain the role of France in causing WWI, and Hitler’s rise to power in Germany. To the extent that these propositions are true, the part played by emotions and especially shame in causing wars need to be further studied.

Elevating Social and Emotional Learning Throughout the Day

2021 ◽  
pp. 119-147
Author(s):  
Nick Yoder ◽  
Pat Conner ◽  
Tyrone Martinez-Black ◽  
Richie Ressel
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Primary Role ◽  
Academic Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
School Day

The important role of social and emotional learning (SEL) to promote the holistic development of students, improve academic instruction, and prepare students for the world of work and civic life has been well-established. Although wide consensus has emerged about the importance of SEL, understanding the primary role SEL plays within academic learning and how to more fully embed SEL throughout the school day still appears to be elusive. Compounded by efforts to use SEL as a lever for equity and excellence, educators need practical tools and guidance about approaches that help them attune to the social, emotional, and academic needs of their students. In this chapter, the authors review 10 teaching practices that promote social, emotional, and academic development and ways in which each of these practices can be implemented in classrooms in a culturally responsive way.

scholarly journals Self-other distinction modulates the social softness illusion

2021 ◽  
Author(s):  
Maria Pyasik ◽  
Elisabetta Fortunato ◽  
Olga Dal Monte ◽  
Selene Schintu ◽  
Francesca Garbarini ◽  
...  
Keyword(s):  
Social Relationships ◽  
Body Part ◽  
The Self ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Spatial Perspective ◽  
Affective Touch ◽  
The Social

AbstractThe social softness illusion (i.e., the tendency to perceive another person's skin as softer than our own) is thought to promote the sharing of social-emotional experiences because of the rewarding properties of receiving and giving social affective touch. Here we investigated whether the ability to distinguish someone else’s body from our own modulates the social softness illusion. In particular, we tested whether the spatial perspective taken by the participants and seeing or not the touched arms could alter this illusion. Pairs of female participants were assigned the roles of either the giver (i.e., delivering the touches) or the receiver (i.e., being touched). We manipulated the location of the touch (palm or forearm), the spatial perspective of the receiver’s body with respect to the giver’s body (egocentric or allocentric perspective), and the vision of the touched body part (the giver could either see both her own and the receiver’s body part, or she was blindfolded). Consistently with previous findings, the skin of another person was perceived as softer than the own one. Additionally, the illusion was present for both the forearm and the palm, and it was stronger in allocentric compared to the egocentric perspective (i.e., when the self-other distinction was clearer). These findings show that the mechanisms underpinning the ability to represent another person’s body as distinct from our own modulates the social softness illusion, and thus support the role of the social softness illusion in fostering social relationships.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals The Role of Scout Extracurricular in Effort To Student’s Social – Emotional Character Development (SECD) Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 103-108
Author(s):  
Insani Nur Syawal
Keyword(s):  
Extracurricular Activities ◽  
Junior High School ◽  
Character Development ◽  
Case Study Research ◽  
Educational Activity ◽  
Self Awareness ◽  
Research Subjects ◽  
Social Emotional ◽  
Social And Emotional

This research is motivated by problems that have been found such as antipathy, lack of emotional control, undisciplined, ignorant of the environment, less communicative, and inability to make decisions. This study aims to look at the role of scouts extracurricular in the competence of students' social and emotional character development. The research method used in this research is a qualitative approach using a descriptive method, with a case study research design with the research subjects as supervisors, unit builders, board members and members of the scouts at 19 Junior High School, Bandung. Data collection techniques used by researchers are in-depth interviews, observation, and documentation studies. The results showed that the scout extracurricular contributed significantly to the development of social and emotional character including self-awareness, self-management (regulation), social awareness, relationship skills and responsible decision making. The author provides recommendations for schools to be more morally and materially supportive so that scouts extracurricular activities at SMP Negeri 19 Bandung can be more advanced and produce more students who are achievers and smart at the social and emotional competence, also become a good educational activity, not just mere formalities.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

“I Just Can’t”

2021 ◽  
pp. 22-37
Author(s):  
Alan Meca ◽  
Kelsie Allison ◽  
Julie Rodil ◽  
Kenneth Ayers ◽  
Kyle Eichas
Keyword(s):  
Mental Health ◽  
Identity Development ◽  
Emerging Adults ◽  
Adult Development ◽  
Role Identity ◽  
Development Project ◽  
Risk And Resilience ◽  
Social And Emotional ◽  
The Social

This chapter explores the social and emotional development of emerging adults and focuses on how it contributes to feelings of anxiety, inability to make decisions, uncertainty, and lack of belonging. It provides information on how identity impacts mental health, particularly during this developmental stage. Various theories are discussed, with information provided on the role of the social-cultural content. The Miami Adult Development Project serves as a case study of an identify-focused intervention with mental health outcomes. Guiding questions help readers better understand the role identity development plays in risk and resilience during this “age of uncertainty.”

All Children Have the Best Start in Life to Create a Better Future for Themselves and for the Nation

2017 ◽  
Vol 42 (4) ◽  
pp. 78-86 ◽  
Author(s):  
Jan Deans ◽  
Suzana Klarin ◽  
Rachel Liang ◽  
Erica Frydenberg
Keyword(s):  
Social Emotional ◽  
Case Study Methodology ◽  
Social And Emotional ◽  
R Program ◽  
Teacher Researcher ◽  
Study Methodology ◽  
Emotional Issues ◽  
Insight Into

THIS PAPER REPORTS ON a social emotional learning (SEL) program entitled COPE-R and the role of the teacher in supporting young children's developing social and emotional understandings, particularly around caring and empathy. Thirty-eight four- and five-year-old children and their teacher from an inner-Melbourne city long day preschool program participated in the research. The teacher was also a member of the research team hence the study falls within the realm of practitioner-research, which aims to shed further light on the role of the teacher in designing, implementing and evaluating challenging programs for young children. A qualitative case study methodology was employed to ensure that the voices of the children and the teacher-researcher were centrally located in the research. The data included the teacher-researcher's program plans and reflective journal notes, children's drawing-tellings and transcribed child interview data. Findings highlight the capacities of the participating children to engage in the COPE-R program and to demonstrate increased social emotional skill development—as evidenced through being able to identify and give voice to social emotional issues, enact relational empathy, demonstrate care for others and the environment, and recognise emotions in self and others. Also, the findings provide insight into the role of the teacher in implementing the COPE-R program, which enabled the participating children to give voice to a range of social and emotional issues including empathy, reciprocity, generosity, kindness and joy.

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