Abstract
In this chapter the authors try to delve into the relationship between emotional education and social education in the context of higher education. To do this, the theoretical framework has been developed by referring to the interest of emotional education, as well as the importance of emotional competencies, within the educational work of the 21st century. In this way, the research carried out to know this relationship more in depth is justified, on the one hand, contemplating the perceptions of students and teachers from a questionnaire that raises the perceptions about the importance of this relationship and, on the other hand, identifying the content on education and emotional management in the educational programs of bachelor's degrees in social education at the Spanish universities, highlighting the importance of competencies assessment. The results are discussed with other studies and contributions on emotional education in socio-educational intervention, thus achieving the aims of the research.
TopBackground: Relation Between Emotional Education And Social Education
Emotional education is understood, according to Bisquerra (2005), as an educational process that proposes the development of emotions as a means to ensure that the individual is trained to better face the challenges of his life, thus increasing his personal and social well-being.
In addition, emotional education has among its objectives the development of emotional competencies, which are more important than cognitive ones in the development of tasks within a profession because they allow optimizing the potential of the individual (Goleman, 2011).
This educational conception in which emotion is included responds to the challenges of education for the 21st century that are indicated in Delors Report (1996), since two of the four pillars for education are learning to be, to develop one’s personality and to be able to act with growing autonomy, judgment and personal responsibility; and learning to live together, by developing an understanding of other people and an appreciation of interdependence, aspects that are linked to emotional and integral development (Bisquerra et al., 2015).
Social education, understood as a profession of a pedagogical nature that enables the incorporation of social networks by the subject of education and its social and cultural promotion (ASEDES, 2007), is in a position to make contributions in relation to emotional competences, which favor social adaptation, communicative capacity and conflict solving of individuals (Bisquerra, 2005). These competencies are at the center of socio-educational action (López, 2017) and influence their success (Rosa et al., 2015).
For Bravo and Del Valle (2009), is there and approached to conflict solving in the field of childhood and adolescence and, especially, in the childhood protection centers within the residential care program. In these centers, social educators must develop emotional education programs and projects (Extremera & Fernández-Berrocal, 2015).
Key Terms in this Chapter
Emotions: Set of affective reactions of the organism characterized by an excitement before significant events, internal or external, and a short term.
Emotional Management: Set of skills and abilities people develop to deal with their emotional states, ranging from identification to control of emotions.
Capabilities: Aspects of the person that allow them to initiate certain behaviors or implement useful actions for the development of their life.
Emotional Competencies: Set of knowledge, attitudes and skills that are put in place for the identification, regulation, expression and understanding of emotional situations, in oneself and in others.
Assessment: Process included within the planning of an intervention in which the achievement of certain learning contents by the students is valued, through instruments and methods with different perspectives.
Emotional Education: Educational intervention that aims to develop emotional competencies in learners.
Social Education: Discipline that is based on the development of educational interventions in different social contexts, using mediation and training to accompany people to achieve optimal life processes in a context of coexistence with other people.