Locating Social and Emotional Learning in Schooled Environments: A Vygotskian Perspective on Learning as Unified
Why this work is in the frame
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Bibliographic record
Abstract
Abstract This article contributes to the emerging literature on social and emotional learning (SEL) from a Vygotskian perspective. A critical perspective on SEL in the context of schooling in the United States situates current interest in SEL programs. Vygotsky's foundational work from the 1920s and 1930s is used to clarify learning as unified, and the concept of feeling is elaborated with literature relevant to learning in school environments and across the life course. Potential next steps for research are noted, in particular given the unity of speech, thinking, and feeling and the literature on the role of social speech and dialogue in learning and development. ACKNOWLEDGMENTS We are grateful for the support of the issue editors, Manfred Holodynski and Falk Seeger, as well as thoughtful suggestions from three anonymous reviewers. Notes 1The theory of mind literature privileges cognition over emotion in mind. For example, more research is conducted on words like "beliefs," "thinking," "knowing," and "guessing," as separate from less commonly studied words for desires and emotions. Researchers in the field itself have sought to redress this imbalance by advancing "affective theory of mind." As the separation of cognition and emotion in both approaches is problematic, we use the phrases "psychological states" and "psychological state terms" in an effort to privilege the unity of intellect and affect in experience.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it