随着个人主义文化渗透到社会生活的方方面面，情感领域出现了日趋明显的“情感个人主义”现象。情感个人主义以自我满足为最高价值，滋生了一种不健康的、高度自恋的短期主义情感观；与工具理性实现了一种周密的合谋，使得社会情感逐渐被扭曲为一种反本真样态，导致了个体为情感所奴役。为了应对这些问题，教育领域出现了从强调“激活自我”走向关注“超越自我、联结他人”的价值取向变迁及相关实践，但此类努力在情感维度存在着方向性缺失。因此，本研究试图寻求一种既能承接已有经验又能有所超越的新出路，即社会情感教育。

通过对情感研究的系统梳理，本研究将“情感”定义为：一种基于主体的生理本能和后天经验、针对一定意象客体产生的感受体验和价值意识。它既可以被理解为即发性情感，也可以被理解为一种性格倾向，兼具生物意义上的普遍性和社会文化建构性。在此基础上，作为一种高级复杂情感，“社会情感”指的是那些以基本情感为基础、以社会建构为条件、以社会生活为意向对象的情感，它在本质上是社会性的，与个体适应及社会性发展紧密相关，具有文化和道德属性，可以从程度性、方向性和持续性三个维度予以定性。此外，社会情感具有感受性、认知性、动力性和评价性，这决定了社会情感能够作用于认知与行动。在应对情感个人主义问题上，社会情感能够实现三重超越：通过培养一种植根于社会关系的自我理解而促生一种超越自我中心的社会性情感观；以本真性偏好超越工具理性，使得个体能够及时澄清目标合理性，从而以整全性的生命体验方式行动；沟通个体苦乐感与道德美德的公共效用，帮助个体超越个人立场建立他者性的情感承诺和社会责任自觉。

在具有可观教育价值的同时，社会情感因其可调控性等特征而具有可教性，因其社会建构性而展现出教育的必要性，因此应当被纳入现行教育内容。由于在承担这一教育使命方面展现出专门化、体系化、复杂社会结构等独特优势，学校教育可以也必须成为开展社会情感教育的主要阵地。在实施过程中，社会情感教育应该坚持以下基本立场：其一，坚持儿童立场，尊重情感自主性与本真性；其二，立足关系性本质的文化自我，通达自我、他人与集体之“和”；其三，合理把握次级社会关系的不同属性，避免以家庭伦理框架对其予以化约；其四，慎重开展价值评判，追求情感的合宜性而非普适性。根据社会情感的本质特征及发展规律，社会情感教育应以培养符合社会文化规范的情感认知、强调合作性的情感技能以及关照社会性交往的情感素养为目标。在实践策略上，社会情感教育的开展尤其需要注意：采取间接教育与直接教育相结合的渐进路径，开发审美活动与真实公共生活等教育载体，为教师减负增能以保障教育力量，以及从结果取向转向发生学取向的成效考核。

As individualistic culture permeates all aspects of social life, the phenomenon of 'Emotional Individualism' has become increasingly evident in the emotional sphere. Emotional individualism, with self-satisfaction as its highest value, has given rise to an unhealthy, highly narcissistic, short-term view of emotions; it has achieved a sophisticated complicity with instrumental rationality, which has led to the distortion of social emotions into an anti-authentic form and the enslavement of individuals to their emotions. In response to these problems, education has seen a shift in values and practices from an emphasis on 'activating the self' to a focus on 'transcending the self and connecting with others', but there is a lack of direction in the emotional dimension of such efforts. This research therefore seeks to find a new way forward that builds on existing experiences and goes beyond them, namely Social-Emotional Education.

Through a systematic review of emotion research, this study defines 'Emotion' as an experience of feeling and a sense of value that is based on the subject's biological instincts and acquired experiences, in response to certain imaginary objects. It can be understood as both an immediate feeling and a personality disposition, both biologically universal and socio-culturally constructed. On this basis, 'Social Emotion', as an advanced complex emotion, refers to those emotions that are based on basic emotions, conditioned by social constructions, intended for social life, social in nature, closely related to individual adaptation and social development, and have cultural and moral properties. It can be characterized in three dimensions: degree, direction, and continuity. In addition, social emotions are perceptual, cognitive, motivational, and evaluative, which determine their ability to act on cognition and action. In dealing with emotional individualism, social emotions can achieve a threefold transcendence: by developing a self-understanding rooted in social relations, they foster a social view of emotions that transcends self-centeredness; by overcoming instrumental rationality with authentic preferences, they enable individuals to clarify the rationality of their goals in time to act in a holistic way of life experience; and by bridging the communal utility of individual bittersweetness and moral virtue, they help individuals to build an emotional commitment to otherness and a sense of social responsibility beyond the individual's position.

While having considerable educational value, socio-emotional education is teachable because of its modifiability and socially constructed nature and should therefore be included in the current educational offer. Because of its unique advantages in terms of specialization, systematization, and complex social structures, school education can and must be the main forum for social-emotional education. In the process of implementation, socio-emotional education should adhere to the following basic positions: firstly, it should adhere to the position of the child and respect the autonomy and authenticity of emotions; secondly, it should be based on the relational nature of the cultural self and on the 'harmony' between the self, the other, and the collective; thirdly, it should rationalize the different attributes of sub-social relationships and avoid their reduction by the ethical framework of the family; fourthly, we should be cautious in our value judgments and pursue the appropriateness of emotions rather than their universality. According to the essential characteristics of social emotions and the laws of development, social-emotional education should aim to develop emotional cognition in line with social and cultural norms, emotional skills with an emphasis on cooperation, and emotional literacy with a focus on social interaction. In terms of practical strategies, the development of socio-emotional education requires, in particular, a progressive approach that combines indirect and direct education, the development of educational vehicles such as aesthetic activities and real public life, the reduction of teachers' workloads and capacities to ensure their educational power, and a shift from an outcomes-based approach to an occurrence-based assessment of effectiveness.