02/06/2021
May 30th-- On the Spotlight for Top Faculty Paper -- “Deliberative Pedagogy as a Framework for Cultivating Civic Skills alongside SEL”. Authors: Idit Manosevitch, Kinneret College on the Sea of Galilee, ISRAEL; Niva Dolev, Kinneret College on the Sea of Galilee, ISRAEL.
The Authors:
Idit Manosevitch is a senior lecturer at Kinneret Academic College in Israel, where she serves as the head of the Department of Communication and the
director of the Teaching and Learning Center. Her research focus is on the field of Deliberative Democracy. She studies how varying forms of communication and media may help create conditions for enhancing informed, inclusive, and respectful public debate and civic engagement. Her recent focus is on applied research in the growing field of Deliberative Pedagogy, which examines ways of integrating deliberative processes of working through issues with teaching, learning, and engagement in academia and in K-12 settings. She has been a Research Associate (2006-2008) and a Scholar-in-Residence (2016) at Kettering Foundation, and has contributed to the foundation’s endeavors in a variety of capacities since then. Manosevitch is the founding head of the Deliberative Culture Initiative in Israeli public schools, and the co-editor of the edited volume Deliberative Pedagogy: Teaching and Learning for Democratic Engagement. Her work has been published in a variety of journals such as Higher Education, Learning, Media and Technology, Digital Journalism, Information Communication and Society, New Media and Society, and more.
Niva Dolev is a senior lecturer at Kinneret Academic College, on the Sea of Galilee, Israel. Her main research field is Emotional Intelligence, Social-Emotional Competence, and Positive Psychology in organizations and in particular in education. Dr. Dolev is the head of the Education and Community department at the school of Humanities, a founding member of the center of Applied Ethics and a member of the European network for Social Emotional Competence. She was involved in designing and delivering interventions to prepare organizations and education systems for the 21st century through promoting social-emotional skills and well-being, is actively involved in teachers’ trainings and school-based SEL interventions and has led a number of educational initiatives for the ministry of education in social-emotional development. Her work has been published in leading education and psychology journals such as Teacher Development, Current Psychology, the International Journal of Multicultural Education, and more.
The authors responses to IDD’s interview questions:
𝐖𝐡𝐚𝐭 𝐦𝐨𝐭𝐢𝐯𝐚𝐭𝐞𝐝 𝐲𝐨𝐮 𝐚𝐧𝐝 𝐲𝐨𝐮𝐫 𝐭𝐞𝐚𝐦 𝐭𝐨 𝐢𝐧𝐯𝐞𝐬𝐭𝐢𝐠𝐚𝐭𝐞 𝐢𝐭?
Our research is motivated by the growing interest in the civic mission of education institutions, alongside the increased importance of preparing students for the challenges of the 21st century.
The paper responds to recent calls for effective models of Social Emotional Learning (SEL) to develop and enhance social-emotional skills, and for implementing deliberative processes through Deliberative Pedagogy (DP) to strengthen citizenship orientations and engagement.
We investigate the potential links between DP and SEL, until now two discrete pedagogical approaches that stem from the discrete disciplines of deliberative democracy and emotional intelligence (respectively). We suggest an integrated framework that not only fits more easily in schools’ curricula but may also enhance the effectiveness of both.
𝐖𝐡𝐚𝐭 𝐫𝐞𝐬𝐞𝐚𝐫𝐜𝐡 𝐦𝐞𝐭𝐡𝐨𝐝𝐬 𝐝𝐢𝐝 𝐲𝐨𝐮 𝐮𝐬𝐞 𝐢𝐧 𝐲𝐨𝐮𝐫 𝐝𝐚𝐭𝐚 𝐜𝐨𝐥𝐥𝐞𝐜𝐭𝐢𝐨𝐧? 𝐇𝐨𝐰 𝐝𝐢𝐝 𝐲𝐨𝐮 𝐚𝐧𝐚𝐥𝐲𝐳𝐞 𝐭𝐡𝐞 𝐝𝐚𝐭𝐚? 𝐃𝐢𝐝 𝐲𝐨𝐮 𝐞𝐧𝐜𝐨𝐮𝐧𝐭𝐞𝐫 𝐚𝐧𝐲 𝐦𝐚𝐣𝐨𝐫 𝐜𝐡𝐚𝐥𝐥𝐞𝐧𝐠𝐞 𝐚𝐭 𝐭𝐡𝐢𝐬 𝐬𝐭𝐞𝐩 𝐨𝐟 𝐲𝐨𝐮𝐫 𝐫𝐞𝐬𝐞𝐚𝐫𝐜𝐡?
The is a theoretical study in which we bring together the literature and practice of both fields to suggest an innovative framework that integrates SEL within DP.
A𝐧𝐲 𝐦𝐚𝐣𝐨𝐫 𝐥𝐞𝐬𝐬𝐨𝐧 𝐥𝐞𝐚𝐫𝐧𝐞𝐝 𝐚𝐭 𝐭𝐡𝐢𝐬 𝐬𝐭𝐚𝐠𝐞 𝐨𝐟 𝐲𝐨𝐮𝐫 𝐫𝐞𝐬𝐞𝐚𝐫𝐜𝐡 𝐭𝐡𝐚𝐭 𝐲𝐨𝐮 𝐰𝐚𝐧𝐭 𝐭𝐨 𝐬𝐡𝐚𝐫𝐞 𝐰𝐢𝐭𝐡 𝐨𝐮𝐫 𝐜𝐨𝐥𝐥𝐞𝐚𝐠𝐮𝐞𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐈𝐃𝐃 𝐃𝐢𝐯𝐢𝐬𝐢𝐨𝐧?
The main lesson learned is that the two fields complement each other, and that this integrated approach should be further studied and practiced.
𝐖𝐡𝐚𝐭 𝐚𝐫𝐞 𝐭𝐡𝐞 𝐤𝐞𝐲 𝐟𝐢𝐧𝐝𝐢𝐧𝐠𝐬 of your piece?
The main finding of our paper is that bringing together DP and SEL can benefit both fields. DP fulfills the characteristics of SEL, as it is focused on processes designed to cultivate the development of patterns of thought, emotions, and behavior. Similarly, SEL may contribute to DP processes, as social-emotional skills are at the base of successful deliberative experiences. Integrating these two approaches together provides a useful framework for addressing 21st century needs of students, teachers, and education at large, as well as responding to the civic mission of public education.
𝐈𝐧 𝐭𝐞𝐫𝐦𝐬 𝐨𝐟 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐚𝐥 𝐢𝐦𝐩𝐥𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬 𝐟𝐫𝐨𝐦 𝐚 𝐭𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐚𝐧𝐝 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐩𝐞𝐫𝐬𝐩𝐞𝐜𝐭𝐢𝐯𝐞, 𝐰𝐡𝐚𝐭 𝐬𝐮𝐠𝐠𝐞𝐬𝐭𝐢𝐨𝐧𝐬 𝐜𝐚𝐧 𝐲𝐨𝐮 𝐬𝐡𝐚𝐫𝐞 𝐰𝐢𝐭𝐡 𝐨𝐮𝐫 𝐜𝐨𝐥𝐥𝐞𝐚𝐠𝐮𝐞𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐈𝐧𝐬𝐭𝐫𝐮𝐜𝐭𝐢𝐨𝐧𝐚𝐥 𝐚𝐧𝐝 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭𝐚𝐥 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧 𝐃𝐢𝐯𝐢𝐬𝐢𝐨𝐧?
From a teaching and learning perspective we suggest designing and integrating deliberative processes with a focus on developing social emotional skills into public education, in both teachers’ training and students’ curriculum. This may help create learning spaces that embody norms of mutual respect and genuine listening, and thereby help cultivate communities that are equipped with values, norms, and skills necessary for dealing with conflictual and multifaceted issues, and for coping with the dynamic and increasingly challenging reality of the 21st century.
