Emotional intelligence and educational reform

Neophytou, Lefkios

doi:10.1080/00131911.2011.648171

Cited by 20 publications

(14 citation statements)

References 19 publications

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“…Early twenty-first century: the flourishing pupil The legitimating principles of the emotionally vulnerable pupil -where "character" was essentially psychologised and therapeutised (Ecclestone 2011;Neophytou 2013) -gradually met their Waterloo. One problem was that the concept of emotional intelligence (although allegedly derived from Aristotle's ethics) does not in the end place any substantive moral constraint on the content of emotionally intelligent emotions; a clever but unscrupulous drug baron may, for instance, satisfy the conditions of emotional intelligence admirably (see Kristjánsson 2007, chapter 6).…”

Section: Educational Review 83mentioning

confidence: 99%

Towards a new era of character education in theory and in practice

2013

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The authors use a Bourdieuean framework of "legitimating principles" and the "symbolic capital" of dominant "discursive themes" to explore (a) the genealogy and (b) the current state of the discourse on "character education" (understood broadly as any approach to moral education that foregrounds the cultivation of moral character and moral virtue). After tracing the genealogy of the legitimating principles for the cultivation of pupils' characters, from the "sinful pupils" of the eighteenth century to the "flourishing pupils" at the beginning of the twenty-first, the authors argue that although the battle for the symbolic capital of character education may be winning at the theoretical level and the level of empirical school-based practice, there is still a battle for legitimating principles that needs to be won -and which has barely begun -at institutional levels. Research findings and academic advances in current character education need to be adapted to the language used in official policy. To achieve that aim, character educationists must act as "knowledge brokers", repackaging information in an effective way to legitimate changes in teacher training and educational policy.

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Section: Educational Review 83mentioning

confidence: 99%

Towards a new era of character education in theory and in practice

2013

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“…The broad scope of emotional intelligence theory is best identified by its widespread acceptance by researchers in different fields. According to Neophytou (2013), "the growing popularity and acceptance of Emotional Intelligence indicate that it is something that modern society values" (p. 145). Emotional intelligence is associated with learning, and previous studies have linked emotional intelligence to higher education.…”

Section: Emotional Intelligence Developmentmentioning

confidence: 99%

A Qualitative Phenomenological study of Emotional and Cultural Intelligence of International Students in the United States of America

Thompson

2018

jis

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This phenomenological study examined the role of emotional and cultural intelligence in the social integration of international students. The study included nine participants who were selected using purposeful sampling. The researcher used five main interview questions to guide the datacollection process. The questions were designed to help determine both whether the participant appeared to be competent in cultural and emotional intelligence, and how that competence then contributed to his or her social integration. The study findings revealed that emotional and cultural intelligence played an important role in enabling international students to integrate socially. This article seeks to offer a deeper understanding of the social integration challenges of international students, contribute to the existing knowledge, and offer suggestions for future research.

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“…Suvremeni društveni kontekst u učiteljskoj profesiji obilježen je nizom promjena i izazova koje povećavaju kompleksnost i zahtjevnost rada učitelja. Među najvažnije karakteristike suvremene profesije učitelja strani autori navode: ubrzan razvoj informatičkih i komunikacijskih tehnologija, usmjerenost na dostignuća i zahtjev za većom odgovornošću učitelja, povećanje u radnom opterećenju uz istodobno opadanje profesionalnoga statusa učitelja u društvu, učestale obrazovne reforme, promjene u strukturi i dinamici obitelji te promjene u društvenom sustavu vrijednosti (Day i Qing, 2009;Gewirtz, Mahony, Hextall i Cribb, 2009;Fuller, Goodwyn i Francis--Brophy, 2013;Hargreaves i sur., 2006;Layard i Dunn, 2009;Neophytou, 2013;Nias, 1999). Kvalitativno istraživanje na uzorku hrvatskih učitelja (Slišković, Burić i Macuka, 2016) pokazuje da hrvatski učitelji navedene karakteristike rada u suvremenoj učiteljskoj profesiji doživljavaju kao izazovne i stresne te da svoju ulogu doživljavaju zahtjevnom, podcijenjenom u društvu, ali i vrlo važnom u suvremenom kontekstu obrazovnih i, osobito, odgojnih ciljeva koje imaju.…”

Section: Uvodunclassified