Emotional Intelligence
can be described as an innate response to emotions and the ability to
effectively use, regulate and communicate one's feelings. It is also encompasses
one’s ability to recognise, remember, describe and identify those feelings. As
a result one is then able to learn from, manage, understand and explain those
emotions.
Theoretical Aspect
In some circles E.I. has
become the new “buzzword” in education since the publication of
“Emotional Intelligence” by Daniel Goleman in 1995. Despite this heightened
level of interest in E.I. over the past decade, philosophers and theorists have
been studying social and emotional development as far back to the Greek
philosopher Plato. In 427BC Plato philosophised that “all learning has an
emotional base”. The word “philosophy” means “the love of wisdom”. This in itself reflects Plato’s words and reinforces that to learn, one must have an
emotion or feeling that compels one to want to learn. Plato’s idea of E.I. been
connected to IQ or general intelligence is significant when we have late 20th
century contemporary theorists, such as Gardner (1975), Goleman (1995) Mayer
& Salovey (1997) and Bar-on (2006) suggesting the same.
In 1872 Charles Darwin
published the first known work about emotional-social development based on the
importance of emotional expression for survival and adaptation (Bar-on, 2006).
Additionally, Edward Thorndike (1920) was the first to coin the term “social
intelligence “ (S.I.) (Indiana Education, 2008) and included S.I. in his three
facets of intelligence: Abstract, Mechanical and Social. Thorndike was also one
of the first pioneers on the theory of “active learning” (Cox, 1997). His
theory suggested that children are more motivated to learn if they direct their
own learning rather than them receiving instructions/directions from teachers.
More recently, Mayer and
Salovey (1997) defined emotional intelligence as, “an individual’s capacity to
reason about emotions and to process emotional information to enhance cognitive
processes and regulate behaviour”. The authors discovered that some people were
better than others at identifying their own and others feelings and solving
problems involving emotional issues. They also suggested “general intelligence
that includes emotional Intelligence will be [a] more powerful predictor of
important life outcomes than one that does not” (p. 67). Goleman (cited in Business Summaries, p 4,
2003) suggested that this limits of using IQ alone to assess one's success in a
job. He points out that when IQ test results are correlated with how well
people perform in their careers, “IQ at its highest only accounts for 25% of
the score and that the remaining 75% of job success is unexplained”.
In 1975 Howard Gardner
published “The Shattered Mind”’ where he introduced his concept of Multiple
Intelligences (M.I.) in which two of his
intelligences are related to social and emotional development. These include Interpersonal Intelligence,
which means “the capacity to understand the intentions, motivations and desires
of other people”, and Intrapersonal intelligence refers to “the capacity to
understand oneself, to appreciate one’s feelings, fears and motivation”
(p.103). Lately, Bar-on (2006) suggests, “Emotional-social intelligence is
composed of a number of intrapersonal and interpersonal competencies, skills
and facilitators that combine to determine effective human behaviour”. He
refers to this construct as “emotional-social intelligence” (ESI).
These theorists strongly suggest that having a well-developed or strong E.I./E.S.I can be a significant predictor in why “some people become successful while others fail despite natural talent, gifts, or intelligence. While some people possess varying degrees of ability, often the most talented are not always the most successful, happy, or wealthy” (Richburg & Fletcher, 2002, p.31). If this is the case, then we must consider practical aspects or applications on how to develop E.I. or S.E.I in the classroom setting. It is therefore apparent that if a student is and/or working towards being socially competent and emotionally intelligent then they have a better chance of becoming more successful and an active contributing member of society.
These theorists strongly suggest that having a well-developed or strong E.I./E.S.I can be a significant predictor in why “some people become successful while others fail despite natural talent, gifts, or intelligence. While some people possess varying degrees of ability, often the most talented are not always the most successful, happy, or wealthy” (Richburg & Fletcher, 2002, p.31). If this is the case, then we must consider practical aspects or applications on how to develop E.I. or S.E.I in the classroom setting. It is therefore apparent that if a student is and/or working towards being socially competent and emotionally intelligent then they have a better chance of becoming more successful and an active contributing member of society.
Practical Aspects
According to Goleman’s
(2002) follow-up paper Emotional
Intelligence: Five Years Later’, the best “social and emotional learning
programs teach the full spectrum of E.I. abilities, from self-awareness to
social problem-solving. They repeat the lessons over the full course of a
child's school years in a developmentally appropriate way and fit seamlessly
into standard curricula in ways that enhance other topics without stealing time
from them” (p.1).
This practice appears to
be happening in some schools with the implementation of whole school curricula
that focus on social and emotional issues. For example Criterkin's Not Perfect Hat Club, Life Education Happy Harrold program and the anti-bulling and
self-empowerment schemes such as, I Have
the Power, It’s My Choice and You Can Make It, Habits of Mind. The Social and Emotional Aspects of
Learning (SEAL) program also appears popular with schools and many classroom
teachers are implementing Gardner’s Multiple Intelligences model into learning
stations, that cater for the individual needs of
students. The aim of the program is to
help develop emotional competence in children and provide them with the social
and emotional tools to develop personal responsibility, overcome adversity,
face fear, maintain self-control and build inner strength and resilience.
Developing emotional
intelligence undeniably starts within the home and family context. However, the
school environment, educators and school curriculum are considered to be the
next important aspects of children’s lives.
The teacher’s level of E.I. is an important factor in
creating a classroom that is conducive to learning. It is how the teacher
reacts and responds to actions (especially the negative ones) within the
classroom environment that strongly influences students. For he or she to be a
successful role model they must according to Gordon (1970) handle their
“feelings in an authentic, real and healthy way”. Teachers can help
students develop their E.I. by helping student's to label
their feelings – teach them a range of feeling words, express their own
feelings and most importantly talk about feelings regularly. Giving real choices and
honour students’ decisions. Respecting their feelings
and asking them how they feel. Validating and accepting
their feelings by showing understanding and empathy. Gordon (1970) suggests this empowers students as it helps them to identify "What would help them feel better?” Teaching them strategies to
solve their own problems.
The Learning Environment
The classroom environment
needs to have a positive “vibe” that promotes open, safe and honest discussion
between teacher and student and student and their peers. Students will more likely
develop stronger E.I. skills if their learning environment is safe and
supportive, free from threats, force, manipulation, pressure and
punishment.
Allowing students to have
real choices within their learning program and subsequent activities and
lessons (e.g. some lessons are not compulsory) promoting the feeling of empowerment
that they are contributing to their own learning via the choices they make.
A learning environment
that is respectful of all participant’s feelings, emotions, and beliefs is
critical in developing strong E.I.
Students and teachers who feel valued and are aware that their own
unique qualities are recognised by others is paramount to developing their
self-esteem and awareness. These are important characteristics of E.I.
Classroom set-up plays an
important role in enhancing an E.I. culture. These could include the physical
layout of table/learning stations; for example do they provide opportunities
for communication and teamwork?
Ensuring that E.I/S.E.I is
not only a component of the formal school curriculum, but is also included in
the informal/hidden curriculum. Providing appropriate literature (classroom,
library, staffroom, articles, blogs, newsletter, notice board) is one way of educating staff,
parents and children informally about the importance of social skills and
emotional intelligence.
The content and materials
the teacher uses in the school environment needs to relevant, meaningful and
practical to students if their life and relationship skills are to be
developed. Additionally, student's natural curiosity and need to learn will be
enhanced if the lessons are flexible, stimulating and interesting.
Conclusion
“Emotions are known to be
powerful organisers of thought and action” (Chieh, 1999) and ultimately
children model what they see. According to Goleman (2002), E.I. can be learned
and that the inter-relation of IQ and E.I. is important for a degree of success
in one’s life. If students can master a range of social and emotional
competencies that help them to solve complex and uncomplicated problems, or
make important decisions about their lives and/or actions, then they have a
toolbox equipped with life tools that will enable them to better anticipate
uncertainties and plan their actions accordingly.
References
- Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI), Psicothema,18, supl.,13-25, Consortium for research on Emotional Intelligence in Organisations. www.eiconsortium.org
- Chieh, H. (1999). Emotional Quotient (EQ) Nurturing Emotional Intelligence in University Students, 2 (1). http://www.cdtl.nus.edu.sg/brief/v2n1/default.htm
- Cluff, D. (2005), Emotional Development and the Self Esteem in Children http://www.articlecity.com
- Cox, B. (1997), The Rediscovery of the Active Learner in Adaptive Contexts: a Developmental-Historical Analysis of Transfer of Training, 32, http://www.questia.
- Enough Is Enough (2005), Anti-Violence Movement, Educational Programs, http://www.enoughisenough.org.au/programmes/schools/
- Gardner, H. (1975). The Shattered Mind: The Person After Brain Damage. New York.
- Goleman, D. (2001). Emotional Intelligence: Five Years Later, New Horizons for Learning, http://www.newhorizons.org/strategies/emotional/goleman.htm
- Goleman, D. (2003). Working With Emotional Intelligence, www.bizsum.com
- Kihlstrom, J & Cantor, N. (2000), Social Intelligence, University of California, Berkeley, University of Michigan.
- O’Gorman, S & Lester, C. (2004), Emotional Intelligence Strand, North Dudley Learning Partnership, Networking Learning Communities.
- Salovey, P & Mayer, J. (1990), Emotional Intelligence, Baywood Publishing.
- Zundel, I.H. How Reading Improves a Child’s Emotional Intelligence, http://www.eduguide.org/Parents-Articles/How-Reading-Improves-a-Childs-Emotional-Intelligence-1220.aspx
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