If you
ask an evolutionary scientist, he or she will tell you the centers of emotions
in the brain of primitive man were important to survival, primarily responsible
for engaging the flight or fight system. In the modern world, the emotional
part of the brain has been recognized to determine positive behaviors such as
empathy and altruism (helping others). Negative behaviors, which some call the
ills of modern society, include anxiety, fear, depression, and over
excitement/hostility. Instances of the emotions’ effects on behavior have been revealed
from studies on, what psychologists and behavioral scientists term, emotional intelligence.
Dr.
Daniel Goleman, a psychologist and noted author of reports on the human brain
and human behavior, notes, “a view of human nature that ignores the power of
emotions is sadly shortsighted. When it comes to shaping our decisions and our
actions, feeling counts every bit as much or more than thought.” Goleman, in
one of his latest books, Emotional
Intelligence, Why It Can Matter More
than I.Q., presents studies on
emotional intelligence and explains how
the brain operates as it receives signals from the senses.
In a
prelude to describing how the brain operates in regards to emotions, Goleman
tells us that scientists believe it was built from the bottom up; the brain
stem being the “bottom” and the neocortex being the “up.” In the stem, the emotional
centers developed and functioned in survival. From these centers of emotions, the
neocortex arose and, with it, the centers of cognition or thought. It is believed
the neocortex brings about a more analytical and rational response to emotional
impulses, however, it may be hijacked by other parts of the brain that determine
a more rapid response to stimuli (danger, fear).
In addition to providing a host of scientific
information, Goleman’s book on emotional intelligence could be labeled a self
help reading. It provides brief but understandable summaries of applied science,
such as situations between intimate people, the mind and medicine interaction,
trauma and emotional relearning, and schooling the emotions.
In “schooling
the emotions” educational programs provide activities
that help individuals develop their emotional intelligence. For example, in a 4-H Youth Program series of classes, entitled Character
Counts, youth learn to apply the six pillars of character to life experiences and
are made aware of the consequences of negative or out-of-control emotions, not
only for their benefit but for the benefit of society. Leadership activities
also cover topics related to emotional intelligence such as conflict
resolution, mentoring, and team work. Service and service learning provide opportunities
for youth to help others and to reflect upon the importance to those served as
well as the servers.
The
implications for schooling the emotions are discussed in Goleman’s book. One of
the implications relates to success in leadership. The successful leader will
be the intelligent manager or CE0 (not necessarily the one with the highest
I.Q.) who has empathy for his/her employees and knows how to balance his emotions
and thoughts. The implications for education professionals is simple: offer
a variety of activities that enrich the development of the student, especially youth. The current
emphasis in sci-tech in education should be tempered by programs that help students, both secondary school and college, develop their emotional
intelligence. Developing technical skills is essential, but developing skills
that lead to success will truly be needed in the rapidly evolving, global
community.
