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Journals / Journal of Interdisciplinary Education: Theory and Practice / 2026 / Cilt: 8 Sayı: 1

Social-Emotional Learning Programs: A Response to Bauman's Critiques of Moral Blindness?

Sosyal-Duygusal Öğrenme Programları: Bauman’ın Ahlaki Körlük Eleştirilerine Bir Yanıt Olabilir mi?

Yasemin Yeşilbaş Özenç(AYDIN ADNAN MENDERES ÜNİVERSİTESİ)0000-0002-5590-4520
Pages
59–78
Publication Date
2026-06-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In conclusion, the study reveals that educational institutions must move away from structures focused solely on cognitive gains and be re-examined within a pedagogical framework that supports ethical sensitivity, social responsibility, and relational bonds.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to examine how contemporary educational environments can respond to these ethical and social vulnerabilities within the framework of the concepts of liquid modernity and moral blindness developed by Zygmunt Bauman and Leonidas Donskis in their work Moral Blindness: The Loss of Sensitivity in Liquid Modernity.
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Key Findings & Data:The study was conducted using a conceptual and theoretical analysis approach; the effects of speed, uncertainty, individualization, and performance-oriented culture in modern society on empathy, responsibility, and social bonds were discussed.
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Conclusion & Impact:In conclusion, the study reveals that educational institutions must move away from structures focused solely on cognitive gains and be re-examined within a pedagogical framework that supports ethical sensitivity, social responsibility, and relational bonds.
🔬Design:Derleme
📍Scope:Comprehensive Sample
⚙️Variables:Ahlaki körlük · akışkan modernlik · sosyal ve duygusal öğrenme

Abstract

This study aims to examine how contemporary educational environments can respond to these ethical and social vulnerabilities within the framework of the concepts of liquid modernity and moral blindness developed by Zygmunt Bauman and Leonidas Donskis in their work Moral Blindness: The Loss of Sensitivity in Liquid Modernity. The study was conducted using a conceptual and theoretical analysis approach; the effects of speed, uncertainty, individualization, and performance-oriented culture in modern society on empathy, responsibility, and social bonds were discussed. In this context, the Social-Emotional Learning (SEL) approach was evaluated in relation to Bauman's critiques of modernity. The analysis revealed that the core components of SEL, such as empathy, self-awareness, self-regulation, relationship skills, and responsible decision-making, provide a supportive framework in the educational context against the risk of moral blindness. However, it is emphasized that social-emotional skills alone are not sufficient to prevent moral erosion entirely; for SEL to be effective, it must be addressed in conjunction with open, critical, and value-based ethics and character education. In conclusion, the study reveals that educational institutions must move away from structures focused solely on cognitive gains and be re-examined within a pedagogical framework that supports ethical sensitivity, social responsibility, and relational bonds.

Özet

Bu çalışma, Zygmunt Bauman ve Leonidas Donskis’in Ahlaki Körlük: Akışkan Modernlikte Duyarlılığın Yitimi adlı eserinde geliştirdikleri akışkan modernlik ve ahlaki körlük kavramları çerçevesinde, çağdaş eğitim ortamlarının bu etik ve toplumsal kırılganlıklara nasıl bir yanıt üretebileceğini incelemeyi amaçlamaktadır. Çalışma, kavramsal ve kuramsal bir analiz yaklaşımıyla yürütülmüş; modern toplumda hız, belirsizlik, bireyselleşme ve performans odaklı kültürün empati, sorumluluk ve toplumsal bağlar üzerindeki etkileri tartışılmıştır. Bu bağlamda Sosyal-Duygusal Öğrenme (SDÖ) yaklaşımı, Bauman’ın modernliğe yönelik eleştirileriyle ilişkilendirilerek değerlendirilmiştir. Analiz sonucunda, SDÖ’nün empati, öz farkındalık, öz düzenleme, ilişki becerileri ve sorumlu karar verme gibi temel bileşenlerinin, ahlaki körlük riskine karşı eğitim bağlamında destekleyici bir çerçeve sunduğu görülmüştür. Bununla birlikte, sosyal-duygusal becerilerin tek başına ahlaki erozyonu bütünüyle önlemeye yeterli olmadığı; SDÖ’nün etkili olabilmesi için açık, eleştirel ve değer temelli bir ahlak ve karakter eğitimiyle birlikte ele alınması gerektiği vurgulanmaktadır. Sonuç olarak çalışma, eğitim kurumlarının yalnızca bilişsel kazanımlara odaklanan yapılar olmaktan çıkarak etik duyarlılığı, toplumsal sorumluluğu ve ilişkisel bağları destekleyen bir pedagojik çerçeve içinde yeniden ele alınması gerektiğini ortaya koymaktadır.

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Cite This Article

Özenç, Y. Y. (2026). Social-Emotional Learning Programs: A Response to Bauman's Critiques of Moral Blindness?. Journal of Interdisciplinary Education: Theory and Practice, Cilt: 8 Sayı: 1, 59–78. https://doi.org/10.47157/jietp.1880344

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