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

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.