Research supports emotional social learning in schools that show many benefits for students, including academic achievement improvement and social and emotional competence. Advocates of social and emotional learning often characterize the narrow and narrow edges of basic and secondary education. While research that supports the adoption of social-emotional learning does not have a clear concept on ethical competence. The lack of clarity of the problem for two reasons. First, contribute to the incorporation of social, emotional, and ethical competencies. Second, as a result, not enough attention only in the field of payments to related parties. But in social-emotional and ethical education, supporting emotional social learning, we critique the assumption of uniformity between social-emotional and ethical literacy and argue in the importance of educational programs to support ethical competence in social-emotional learning, including educating children to develop orientation autonomous ethics. Doing so will advance the efforts of educators to provide education for all children.
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