Dimensions of Including Emotional Intelligence in the Educational Curriculum for Higher Education Level
DOI:
https://doi.org/10.18662/mjesp/02Keywords:
emotional intelligence, curriculum, higher education.Abstract
A large number of teachers and researchers admit that at the end of their studies, young people are not prepared for future challenges, both as individuals and as members of society.
The cognitive perspective of curricular and didactic approaches is not enough to be successful and happy. Practical skills are required to manage emotions, not only to "nourish" the mind. From the perspective of new theories about the nature of emotions, if the emotional intelligence of young people is developed through social and emotional learning, it represents an enormous luggage for their personal and professional future.
Studies show that Emotional Intelligence (EI) is the best predictor for future acquisitions, for success, compared to the traditional intelligence (cognitive). It is a transferable ability that allows rapid adaptation to contemporary social changes.
In this context, the first step is to understand the extraordinary role of using emotions intelligently. Success in life depends on the emotional and social skills which are formed throughout formal education or, at least, which should be pursued as objectives, beyond disciplines.
References
Barchard, K. A. (2003). Does emotional intelligence assist in the prediction of academic success? Educational and psychological measurement; 63(5): 840-858.
Cherniss, C. (2011). Criterii de evaluare a calităţii programelor şcolare de învăţare socială şi emoţională, în Manual de inteligenţă emoţională, Reuven Bar-On, Parker, J.D.; 425-429.
Ciarrochi, J., Chan, A., Y., C., Bajgar, J. (2001). A critical evaluation of the emotional intelligence construct. Personality and Individual Differences, March 2000, 28(3): 539-561.
Cowen, E.L. (1998). Changing concepts of prevention in mental health. Journal of Mental Health, 7: 451-461.
Durlak, J.A., Wells, A.M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology; 25, 115-152.
Goleman, D. (2008). Inteligenţa emoţională. Bucureşti: Ed. Curtea Veche; 130-132.
Graczyk, P.A., Weissberg, J.P., Jelias, M., Greenberg M.T., Zins, J.E. (2011). Criterii de evaluare a calităţii programelor şcolare de învăţare socială şi emoţională, în Manual de inteligenţă emoţională, Reuven Bar-On, Parker, J.D., 2011; 385-387.
Lane, A., M., Thelwell, R., Devanport, T., J. (2009). Emotional Intelligence and Mood States associated with Optimal Performance. Electronic Journal of Applied Psychology: General Articles, 5(1): 67-73.
Neacșu, I. (2010). Introducere în psihologia educaţiei şi a dezvoltării. Bucureşti: Ed. Polirom; 221-225.
Roco, M. (2004). Creativitate şi inteligenţă emoţională. Bucureşti: Ed. Polirom, Bucureşti; 157-158.
Scales, P., & Leffert, N. (1999). Developmental assets: A synthesis of scientific research on adolescent development. Minneapolis: Search Institute.
Weissberg, R. P., & Greenberg, M. T. (1998). School and community competenceenhancement and prevention programs. In I. E. Siegel & K. A. Renninger (Vol. Eds.), Handbook of child psychology. Child psychology in practice. New York: Wiley; 5th Ed, 4: 877–954
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
The Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
