情緒教育、社會情緒學習、情緒行為障礙的發展與反思

The Development and Reflection on Emotional Education, Social Emotional Learning and Emotional/ Behavioral Disorders

全人教育廣為倡議，適逢COVID-19疫情嚴峻挑戰，情緒向度隨之備受重視。本文回顧國內期刊有關情緒教育、社會情緒學習、情緒行為障礙文獻，爬梳發展梗概，參酌國際趨勢，從批判教育學觀點進行探討並加以反思，指出三點：一、情緒教育未受學界充分重視；二、社會情緒學習逐漸浮出檯面；三、情緒行為障礙需跨領域視野。最後指陳任何教育改革之理想無法自外於家庭環境、學校氣氛、社會文化，而「一邊倡議尊重多元差異，一邊鞏固健全常規預設」的弔詭則是艱鉅難題，需要更多跨領域的研究、實踐及對話。

All-Around Education is widely advocated. The domain of emotion seems to be much emphasized as the spread of COVID-19 brought unprecedented challenge. With a critical pedagogy perspective and international trends in mind, this paper reviews domestic journal articles in regard to emotional education, social emotional learning and emotional/ behavioral disorders to comb through and reflect on their development. Three points stand out: 1. Emotional education has not received sufficient scholarly attention. 2. Social emotional learning has just emerged. 3. Emotional/behavioral disorders requires more interdisciplinary viewpoints. This paper argues that no educational reform can isolate from the family, school and society to achieve, and invites more border-crossing research, practice and dialogue to encounter the dilemma, which is promoting for paying respect to differences while sustaining the normativity assumption.