Emotional Intelligence and Education

Abstract

This paper explores the re-emergence of two understandings in relation to a current perspective on the nature of emotional intelligence. The first understanding is dualist in character, seeing the emotions as internal events subject to introspection. The second sees the emotions as sources of energy or tension that can be relieved in the process of articulation, in other words a kind of therapeutic dimension in a 'confessional' context. These two understandings together fonn the perspective that may be referred to as the 'introspective/confessional' hypothesis. Some of the traditional philosophical problems with this hypothesis are revisited and an alternative perspective of the emotions is offered. Thz~~ alternative perspective sees our emotional lives as developing within a social and cultural context, as essentially public and open to objectification, what might be tenned an 'objectivist/constructivist' hypothesis. Both hypotheses fonn the basis for discussion of our concept of emotional education. The conclusion is that the latter is a more practical and appropriate understanding for the purposes of education.

Emotional Intelligence in the School Context: The Case of Greece for Teachers’ Attitudes and the Role of Mobiles and ICTs

“…Therefore, the majority of teachers in Greece appear rather reluctant to instill in students the principles of emotional empathy and well-being, partly because they "have not been trained in how to do it" [62]. In other words, in the Greek educational reality, teachers often feel powerless to encourage the right kind of emotional response in students or to help them emotionally harmonize with the wider school context [63]. In accordance with studies, which show that instructors express uncertainty and worry when dealing with the emergence of EI, teachers' responses show their need for additional training as well as their concern about the sufficiency of the knowledge they now possess [64].…”

“…Therefore, the majority of teachers in Greece appear rather reluctant to instill in students the principles of emotional empathy and well-being, partly because they "have not been trained in how to do it" [68]. In other words, in the Greek educational reality, the teachers often feel powerless to encourage the right kind of emotional response in students or to help them become emotionally attuned to the wider school context [63].…”

Ο Ρόλος Των Συναισθημάτων Στη Διδασκαλία Και Μάθηση: Εκπαιδευτικές Στρατηγικές Για Την Καλλιέργεια Της Συναισθηματικής Νοημοσύνης Στο Σύγχρονο Μαθησιακό Περιβάλλον

“…Ως εκ τούτου, η πλειοψηφία των εκπαιδευτικών στην Ελλάδα παρουσιάζονται μάλλον διστακτικοί να εμφυσήσουν στους μαθητές τις αρχές της συναισθηματικής σύμπνοιας και ευημερίας, εν μέρει επειδή «δεν έχουν εκπαιδευθεί στο πώς να το κάνουν» (Weare&Gray, 2003, στο Hawkey, 2006.Με άλλα λόγια, στην ελληνική εκπαιδευτική πραγματικότητα, οι εκπαιδευτικοί συχνά αισθάνονται αδυναμία να ενθαρρύνουν το σωστό είδος συναισθηματικής αντίδρασης στους μαθητές ή να τους βοηθήσουν να εναρμονιστούν συναισθηματικά με το ευρύτερο σχολικό πλαίσιο (Radford, 2003).…”

Instilling Values Character Education Through Playing Role Model in Learning History

“…The cast of "drifting" and "late" in the role it plays, while observers involve themselves emotionally and seek to identify feelings with feelings that churned and master characterization [39], [25], [11].…”

“…b. Learning strategies Learning strategy role playing, with regard to two things: (1) strategy of drafting the text to be played, and (2) learning strategies staging [25], [26], [27].…”