Education Week - June 21, 2017 - 22

COMMENTARY

The Dirt-Encrusted Roots of
Social-Emotional Learning
he longtime Democratic
lawmaker John Vasconcellos is resting in peace since
his death in 2014, but the
educational disaster he laid
on California in the 1980s
is far from gone. Indeed,
its likeness thrives today
across a broad swath of America's K-12
schooling, supported by foundation grants,
federal funding, and both nonprofit and forprofit advocacy groups. Only its name has
changed-from self-esteem to social-emotional learning.
If only the trend had stayed in the Golden
State.
Younger readers may not remember Vasconcellos, the late assemblyman and state
senator whom one obituary described as a
"titan of the human-potential movement."
In 1986, Vasconcellos managed to persuade
California's conservative GOP Gov. George
Deukmejian to support a blue-ribbon task
force to promote self-esteem and personal
and social responsibility. The ensuing
hoopla loosed a tsunami of enthusiasm for
building self-esteem as a solution for almost
everything that ails an individual, including
low achievement in school.
The task force's final report, in 1990, ascribed (as I wrote at the time) "near-magical
powers to self-esteem, characterizing it as
'something that empowers us to live responsibly and that inoculates us against the
lures of crime, violence, substance abuse,
teen pregnancy, child abuse, chronic welfare
dependency, and educational failure.' "
Yes, Doonesbury cartoonist Garry
Trudeau and others made fun of the trend,
but the self-esteem movement had legs,
and not just in California (where, reportedly, more than 80 percent of local school
systems launched programs to promote it
after the report's release). New York state's
education commissioner and board of regents picked up on the trend and tucked
self-esteem into the mandate and recommendations of their own task force on inclusion. Endorsements of the task force's
report came from such eminences as Bill
Clinton, then the governor of Arkansas; first
lady Barbara Bush; and retired U.S. Army
Gen. Colin Powell.
What gave strength to those legs was the
assertion that a panel of prominent scientists at the University of California, having
examined all relevant studies on the relationship between self-esteem and major social concerns, had validated the task force's
findings and recommendations. A quartercentury later, an investigation published
this month by The Guardian newspaper
claims that none of this was true. According to journalist Will Storr, the determined
Vasconcellos had first browbeaten the university to engage a platoon of scholars by
suggesting the damage he could do to its
budget, over which he had control, and
then-even more astonishing-radically reframed a key quote to bolster the scientific
credibility of his cause.
The professors found that the correlation
between self-esteem and its expected con-

sequences-though positive in a few areas,
such as academic achievement-were fundamentally "mixed" or "absent." To hide this
truth under the rug, one task force member
told The Guardian's Storr, a more positive
report was published first. The task force
member termed it the kind of lie that can
only be described by a four-letter expletive.
Today, few people talk explicitly about
self-esteem or other kooky curricular enthusiasms of the past, but the worldview
and faux psychology that impelled them
have never gone away. Of late, they've reappeared-and gained remarkable traction-under the banner of social-emotional
learning, which claims to build the ways by
which children learn and apply skills necessary to understand and manage their emotions, make decisions effectively, sustain
positive relationships, and practice empathy.
The notion has attracted much buzz,
thanks in part to its very own advocacy
organization-the Collaborative for Academic, Social, and Emotional Learning, or
CASEL-which is backed by many highstatus funders across the country. The
National Education Association climbed
aboard as well. Social-emotional learning
also enjoys a high-profile national commission under the aegis of the Aspen Institute.
Adding fuel to the social-emotional-learning bonfire is its recent association with
hot-button issues, such as reforming school

22 | EDUCATION WEEK | June 21, 2017 | www.edweek.org/go/commentary

"

Social-emotional learning
does not seem intended to
build character in any
traditional sense."
discipline into restorative justice. Another
major push comes from the federal Every
Student Succeeds Act's encouragement of
states to include school quality in their rating systems, with school climate as a key
metric in many jurisdictions. Another current education enthusiasm, known as 21stcentury skills, also contributes to socialemotional learning's popularity.
There's nothing exactly wrong with many
of these ideas, some of which partake of legitimate performance-character traits such
as impulse control and self-discipline. But
social-emotional learning also smacks of
the self-esteem mindset, with entries such
as "self-confidence" and "self-efficacy." Dig
into social-emotional learning's five core
competencies, as laid out by CASEL, and
you'll spot-among 25 skills students are
supposed to learn-just one feeble mention
of ethics and none whatsoever of morality.
You won't even find such old-fashioned virtues as integrity, courage, or honesty, and

certainly nothing as edgy as patriotism.
Though its partisans will contest the
point, social-emotional learning does not
seem intended to build character in any
traditional sense, nor is it aimed at citizenship. It's awash in the self, steeped in the
ability to understand one's own emotions,
thoughts, values, strengths, and limitations.
All good things, up to a point, but note
how far they are from the traditional obligation of schools to impart academic skills
and knowledge. Think how many other vehicles American society has for advancing
social-emotional concepts-the Girl Scouts,
religious youth groups, Little League, swim
team-while we have essentially no others
that will teach children to read, write, or
compute.
Like Mr. Vasconcello's self-esteem edifice,
social-emotional learning will almost surely
turn out to have no real scientific foundation-just a lot of much-hyped "qualitative"
and "anecdotal" studies that nobody could
replicate via gold-standard research. Indeed, those who are still sentient a quartercentury later may well read an exposé of
social-emotional learning by a journalist,
perhaps containing another telling quote
that one isn't supposed to utter in front of
one's students. n
CHESTER E. FINN JR. is a distinguished senior
fellow and president emeritus of the Thomas B.
Fordham Institute.

Getty

T

By Chester E. Finn Jr.


http://www.edweek.org/go/commentary

Education Week - June 21, 2017

Table of Contents for the Digital Edition of Education Week - June 21, 2017

Education Week - June 21, 2017
Accreditor Latches Onto ESSA Bandwagon
President Trump Seeks to Expand Apprenticeships
Too Few ELL Students Land in Gifted Classes
Teacher Shortages Hinder Foreign-Language Instruction
Only 1 in 5 students was enrolled in a foreign language course in 2014-15
The ‘Old South’ Rises Again in History Classes
News in Brief
Report Roundup
Nevada’s Faltering Choice Program Could Have Broader Fallout
NPR Digital News Veteran Joining Education Week as Top Editor
DIGITAL DIRECTIONS: Gates, Zuckerberg Teaming Up On Personalized Learning
SNAPSHOT: Belonging at School Starts With Teachers
Ed. Dept. Budget Proposal Hammered by Both Sides in Congress
Early ESSA Plans Boost District Role In School Turnaround
Ed. Dept. Demands More Detail From States’ ESSA Plans
Closing Acts May Be Near In K-12 Funding Dramas
Chester E. Finn Jr.: The Dirt-Encrusted Roots Of Social-Emotional Learning
Adam Feinberg: Learning Disabilities Exist, Just Not in Summer School
Florence R. Sullivan & Jill Denner: Why Don’t We Do a Better Job of Teaching Computer Science?
Letters
TopSchoolJobs Recruitment Marketplace
Christopher Lubienski & Sarah Theule Lubienski: Why School Vouchers Aren’t Working
Education Week - June 21, 2017 - The ‘Old South’ Rises Again in History Classes
Education Week - June 21, 2017 - 2
Education Week - June 21, 2017 - 3
Education Week - June 21, 2017 - News in Brief
Education Week - June 21, 2017 - Report Roundup
Education Week - June 21, 2017 - Nevada’s Faltering Choice Program Could Have Broader Fallout
Education Week - June 21, 2017 - DIGITAL DIRECTIONS: Gates, Zuckerberg Teaming Up On Personalized Learning
Education Week - June 21, 2017 - SNAPSHOT: Belonging at School Starts With Teachers
Education Week - June 21, 2017 - 9
Education Week - June 21, 2017 - 10
Education Week - June 21, 2017 - 11
Education Week - June 21, 2017 - 12
Education Week - June 21, 2017 - 13
Education Week - June 21, 2017 - 14
Education Week - June 21, 2017 - 15
Education Week - June 21, 2017 - 16
Education Week - June 21, 2017 - Early ESSA Plans Boost District Role In School Turnaround
Education Week - June 21, 2017 - Closing Acts May Be Near In K-12 Funding Dramas
Education Week - June 21, 2017 - 19
Education Week - June 21, 2017 - 20
Education Week - June 21, 2017 - 21
Education Week - June 21, 2017 - Chester E. Finn Jr.: The Dirt-Encrusted Roots Of Social-Emotional Learning
Education Week - June 21, 2017 - Adam Feinberg: Learning Disabilities Exist, Just Not in Summer School
Education Week - June 21, 2017 - Florence R. Sullivan & Jill Denner: Why Don’t We Do a Better Job of Teaching Computer Science?
Education Week - June 21, 2017 - Letters
Education Week - June 21, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - June 21, 2017 - 27
Education Week - June 21, 2017 - Christopher Lubienski & Sarah Theule Lubienski: Why School Vouchers Aren’t Working
Education Week - June 21, 2017 - CW1
Education Week - June 21, 2017 - CW2
Education Week - June 21, 2017 - CW3
Education Week - June 21, 2017 - CW4
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