Purpose

This study explored the four elements of learning revealed in J. Bruner’s article “The will to learn”—curiosity, competence motivation, role models, and social reciprocity. It examined the essence of these elements and their educational significance while incorporating recent research findings for supplementation. Through subsequent reflection and discussion, this study identified the implications of social-emotional learning derived from these insights, thereby providing a reference for implementation in school education.

Design/methodology/approach

This study employed a literature analysis approach, focusing primarily on the article “The will to learn.” It also collected additional publications by Bruner and recent literature relevant to this research topic. Through analysis, comparison, induction, synthesis, and evaluation, this study tried to grasp the core principles and provide supplementary commentary. The reflections and insights gained can serve as a reference for promoting social-emotional learning in a domestic context.

Findings/results

The study found that the four learning elements in “The will to learn”—curiosity, competence motivation, role models, and social reciprocity—are sources of human intrinsic motivation. These elements align closely with the core competencies of social-emotional learning emphasized in contemporary educational psychology, collectively constructing an integrated learning process that encompasses both individual intrinsic motivation and the social environment. By modelling competence, teachers can significantly deepen and broaden student learning outcomes through daily interactions, scaffolding support, fostering a growth mindset, and affirming student effort. These strategies help students to build stronger self-efficacy and comprehensively enhance their self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making abilities. This study aimed to provide schools with practical, human-centered, and effective educational references for cultivating student resilience and well-being, while enhancing the effectiveness of social-emotional learning.

Originality/value

This study explored human nature to illuminate human characteristics and identify the driving forces behind human behavior, supported by recent research findings that strengthen its arguments. Furthermore, Bruner possesses a profound academic foundation and extensive practical experience, focusing on the connections between school education and cognitive, emotional, and cultural dimensions. His educational principles have been refined through continuous experimentation and practical work. His perspective offers valuable insights, prompting this study to strengthen the discourse on social-emotional learning. This may serve as a reference for social-emotional education.

Suggestions/implications

The longstanding tendency of schools to prioritize formulaic thinking while neglecting narrative thinking has led to a disconnection among cognition, action, and emotion. This fragmentation has prevented students from establishing coherence and cultural relevance in their experiences. We must address this issue by acknowledging the intrinsic psychological dynamics outlined in Bruner’s “The will to learn” and enhancing social-emotional learning curricula through the deepened learning concepts supplemented in this paper. Furthermore, when teachers serve as competent role models, they can amplify the effectiveness of socio-emotional learning and foster a school culture conducive to its implementation.