Social-Emotional Learning (SEL)
What is it?
Social-Emotional Learning is a teaching style that emphasizes a student's feelings about what they are learning and doing rather than whether or not they actually understand, internalize and can act upon what they've been taught. This clever shift in how a child perceives their coursework undermines everything about the basic fundamentals of learning.
The student is taught to immerse themselves in their feelings and to share with the group, all the while discarding genuine academic advancement. Educators play along, affirming student introspection and acting as classroom therapists without the proper training or authorization to do so.
In reality, social-emotional learning ingrains children into socially-constructed realities and makes them less accepting of negative feedback. They become mentally weaker and more fragile over time and often display an inability to move on from being upset. Group hugs, crying sessions and/or safe spaces become the norm as a means of helping them deal with daily triggers.
Where did it come from?
Social emotional learning first began at Yale's school of medicine child study center in the 60s spear-headed by James Comer starting the Comer School Development Program. This program was focused on black students in the elementary schools of New Haven, CT.
The New Haven Social Development program was started by Roger Weissberg and Timothy Shriver in 1987 and then in 1994 the Collaborative for Academic, Social, and Emotional Learning (CASEL), publishing Promoting Social and Emotional Learning: Guidelines for Educators in 1997.
In 2019 Transformative Social Emotional Learn (TSEL) was developed to examine and develop solutions targeting the root causes of inequity (posited disingenuously as racist systems) leading to personal, communal, and social well-being.
Everywhere this transformative education method has been implement the transformation of the students has been from bad to worse; and the administrators and facilitators have grown in number, in subversive institutional power.
How can you spot it?
What can be done about it? Get Involved.
1) Run for your local school board, city council or relevant committee.
2) Propose new policies or alter existing ones that eliminate childhood indoctrination (flag, sexual education & survey policies are perfect for this approach).
3) Report on the state of education in your local school. Capture videos of indoctrination in the classrooms, take photos or make copies of propaganda, including flags, posters, surveys and flyers and share with other parents/caregivers who may not be aware of what is happening in your school district.
4) Engage with like-minded communities across social arenas to share information/build awareness.