Socio-emotional education in philosophy classes
Contributions from the phenomenology of affectivity
DOI:
https://doi.org/10.47456/sofia.v15i1.49736Keywords:
socio-emotional competencies, phenomenology, affectivityAbstract
Socio-emotional competencies are the target of antagonistic perspectives in the educational field. Several educators consider them essential for human development guided by the principles of Integral Education (Casassus, 2009), since they refer to attitudinal knowledge related to the moral and affective dimensions of individuals (Coll, 2000). Critical perspectives, however, argue that, far from aiming to promote integral education, socio-emotional competencies have become yet another device designed to ensure resilience and proactivity in minds and bodies strained by the growing and widespread precariousness of current labor relations, marked by the neoliberal ethos (Dardot, Laval, 2016). In this article, I aim to employ references from the phenomenology of affectivity developed by philosopher and psychiatrist Thomas Fuchs (2012, 2018), in order to reaffirm the importance of Socio-emotional Education in light of such critiques, as well as to highlight that the phenomenological approach, by providing a comprehensive understanding of affects and emphasizing their relevance both for the moral and cognitive formation of individuals, may offer a significant conceptual contribution to the field of Socio-emotional Education, capable of informing pedagogical practices oriented toward integrality. I conclude this article with a pedagogical proposal for the development of socio-emotional education in Philosophy classes, based on the methodology for fostering affective awareness developed by Francisco Varela (1996, 1999).
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