美國埃默里大學大學沈思科學和慈悲為本倫理中心之社會、情緒、倫理學習課程架構探析

Analysis of the Social, Emotional, and Ethical Learning Curriculum Framework Proposed by the Center for Contemplative Science and Compassion-Based Ethics at Emory University, USA

本文探討了美國埃默里大學大學沈思科學和慈悲為本倫理中心所提出的社會、情緒、倫理學習課程架構。該課程架構旨在培養學生的社會情緒能力和倫理觀念，並以慈悲為核心價值。本文首先介紹了SEE Learning的起源，包括達賴喇嘛的建議、冥想科學和倫理中心的發展以及世俗倫理學教育專案計畫的擴展。接著探討了課程的願景、使命以及核心理念和教育實踐。教育者的教學綜合性工具箱也被提及，以支援教師在實施該課程時的教學需求。在課程架構和主要內容分析部分，本文介紹了社會、情緒、倫理學習課程的結構和主要內容。該課程以三個面向（慈悲、覺知和參與）和三個層次（個人、人際和系統）為基礎，旨在培養學生的社會情緒能力和倫理觀念。此外，本文還評述了該課程的優點，如教學資源的齊全性、應用性和強調內化體現的學習。同時，也討論了該課程所面臨的挑戰，包括平衡普世倫理教育與宗教化的問題、師資培訓的重要性、評估學習成效的挑戰以及教學時間壓力的因應。綜合而言，美國埃默里大學大學沈思科學和慈悲為本倫理中心所提出的社會、情緒、倫理學習課程架構是一個有助於培養學生社會情緒能力和倫理觀念的綜合性課程。該課程提供了教師所需的教學工具和資源，並強調了內化體現的學習方式。然而，該課程仍面臨著平衡普世倫理教育和宗教化之間的挑戰，以及評估學習成效和應對教學時間壓力的問題。進一步的研究和實踐可以進一步改進該課程的實施效果。

This paper explores the framework of the Social, Emotional, and Ethical Learning curriculum proposed by the Center for Contemplative Science and Compassion-Based Ethics at Emory University in the United States. The curriculum framework aims to cultivate students' social-emotional abilities and ethical understanding with compassion as a core value. The paper begins by introducing the origins of SEE Learning, including the recommendations of the Dalai Lama, the development of contemplative science and ethics centers, and the expansion of secular ethics education initiatives. It then discusses the vision, mission, core concepts, and educational practices of the curriculum. The comprehensive toolkit for educators is also mentioned to support teachers in implementing the curriculum. In the section analyzing the curriculum framework and main content, this paper presents the structure and key content of the Social, Emotional, and Ethical Learning curriculum. The curriculum is based on three dimensions (compassion, awareness, and engagement) and three levels (personal, social, and system) and aims to develop students' social-emotional abilities and ethical understanding. Furthermore, the paper reviews the advantages of the curriculum, such as the comprehensiveness, applicability, and emphasis on embodied learning through internalization. It also discusses the challenges faced by the curriculum, including balancing universal ethics education with religious considerations, the importance of teacher training, challenges in assessing learning outcomes, and addressing time constraints in instruction. In conclusion, the framework of the Social, Emotional, and Ethical Learning curriculum proposed by the Center for Contemplative Science and Compassion-Based Ethics at Emory University offers a comprehensive approach to cultivating students' social-emotional abilities and ethical understanding. The curriculum provides teachers with the necessary instructional tools and resources and emphasizes embodied learning. However, the curriculum still faces challenges in balancing universal ethics education with religious factors, evaluating learning outcomes, and addressing time constraints in instruction. Further research and practice can contribute to enhancing the implementation effectiveness of this curriculum.