Emotional Intelligence and Education

     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.