Being successful is not just a result of being clever. Emotions come into play, but should that be addressed in the classroom?
‘All learning has an emotional base’
One might expect this quote to have come from some modern source of educational research, which had possibly discovered a hitherto unknown dimension to learning and pedagogy. However, nothing could be further from the truth as the quote is from the ancient Greek philosopher Plato. It shows that as long ago as 400BC there was a realisation that some kind of ‘emotional intelligence’ exists, but it has only been in the last decade or so that its importance has come to light.
But what is emotional intelligence? Can there be an intelligence based on something as nebulous as emotions? If the wealth of research is to be believed then the answer is definitely yes, and people who have this capacity are not only less depressed and healthier but also more employable and have far better relationships. All this seems to be due to a kind of intelligence which consists of four main areas:
· Perceiving and sensing emotions
· Using emotions to assist thought
· Understanding emotions
· Managing emotions
In essence, the ‘EQ’ of a person is the ability to sense, understand and effectively apply the power of emotions as a source of human energy. And in the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life.
Real advocates of emotional intelligence argue vehemently that knowledge without caring is sterile and that feelings, not our thoughts, are the essence of our humanity. Moreover, it seems that too often education ignores the ‘feeling child’ in favour of the ‘intellectual child’ and in the process puts the child at risk. By honouring the emotional life of the developing child, what an educational institution is doing is to exemplify the true mission of education, as defined by its Latin root educare — to bring up, to nurture.
But two very significant questions still remain: should skills related to emotional intelligence find their way into school curricula? And what precise skills would there be? It would certainly seem that “teaching” emotional intelligence — should it be possible — challenges all the basic tenets of the current paradigm of school-based learning. Not to mention widely extending the remit of school in terms of content and form, in particular modifying the relationship between life and school. Many teachers and parents might well insist that such learning is not a question for schools, but rather the responsibility of parents. But the family may no longer be the ideal place for it. In the Western world, the majority of families have shrunk from an extended community to its strict minimum (one or two parents and one or two children) and much less time is spent in the family than in school. What’s more, parents are not always in a position to cope with or dispense such emotional skills.
What would be the consequences of introducing emotional intelligence in schools? Are schools the right place for it? Is it even possible? Scientific research, in particular on how the brain works, indicates that the formation of emotional skills is much easier in the “formative” years from birth to the late teens. Looking at existing structures, school is the major activity in that age group. However, emotions rarely have a place in schools. Beyond nursery and early primary school, almost all efforts are concentrated on cognitive skills (reading, writing, mathematics etc). In addition, there is little or nothing in the standard training of teachers that prepares them for such a task. Yet there is no subject where the quality and ability of teachers would be more crucial.
But what exactly might such skills be? A list of possibilities is given below, although clearly the list can be extended much further:
Self awareness
ONE OF the basic emotional skills involves being able to recognise one’s own feelings and put a name to them. It is also important to be aware of the relationship between thoughts, feelings and actions. What thought sparked off that feeling? What feeling was behind that action?
Managing emotions
IT IS important to realise what is behind feelings. Beliefs have a fundamental effect on the ability to act and on how things are done. Many people continually give themselves negative messages. Hope can be a useful asset. In addition, finding ways to deal with anger, fear, anxiety and sadness is essential: learning how to calm oneself when upset, for example. Understanding what happens when emotions get the upper hand and how to gain time to judge if what is about to be said or done in the heat of the moment is really the best thing to do. Being able to channel emotions to a positive end is a key aptitude.
Empathy
GETTING the measure of a situation and being able to act appropriately requires understanding the feelings of the others involved and being able to take their perspective. It is important to be able to listen to them without being carried away by personal emotions. There is a need to be able to distinguish between what others do or say and personal reactions and judgements.
Communicating
DEVELOPING quality relationships has a very positive effect on all involved. What feelings are being communicated to others? Enthusiasm and optimism are contagious as are pessimism and negativity. Being able to express personal concerns without anger or passivity is a key asset.
Co-operation
KNOWING how and when to take the lead and when to follow is essential for effective co-operation. Effective leadership is not built on domination but the art of helping people work together on common goals. Recognising the value of the contribution of others and encouraging their participation can often do more good than giving orders or complaining. At the same time, there is a need to take responsibilities and recognise the consequences of decisions and acts and follow through on commitments.
Resolving conflicts
IN RESOLVING conflicts there is a need to understand the mechanisms at work. People in conflict are generally locked into a self-perpetuating emotional spiral in which the declared subject of conflict is rarely the key issue. Much of the resolution of conflicts calls on using the other emotional skills mentioned here.
A school has a duty to prepare its students for life in the so-called ‘real world’ and as things appear now, the key to a successful life lies more in the realms of emotional intelligence than it does in the very limiting arena of IQ. Very rarely do people succeed because they are ‘clever’; they succeed because they are in touch with their emotions and can communicate with their fellow man in such a way that other people feel they are valued, respected and above all cared about. Emotional intelligence is powerful. It is a way of recognising, understanding and choosing how we think, feel and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn, it allows us to set priorities and it determines the majority of our daily actions. Such a force can not be ignored, especially by educators, so possibly after 2000 years of waiting, the age of EQ is finally upon us.
Andrew Moore is head teacher at Nicosia’s Highgate Secondary
