emotional education

22 January 2021

This article examines the relationship between emotional intelligence, emotional competence, and emotional education, with special reference to moral emotions applied to secondary education. Emotional education is a continuous and permanent educational process that occurs throughout life with the objective of developing emotional competences. Emotional intelligence in education is the foundation of these competences. There is currently abundant evidence for the benefits for students of emotional education. Its most notable effects include improved ethical and moral behaviour, the development of prosocial behaviours, and improved emotional competences, resulting in improved coexistence and well-being. Emotional education can address a multitude of topics, including emotional awareness and regulation, emotional autonomy, self-esteem, self-motivation, social skills, assertiveness, empathy, life skills, well-being, etc. This work focuses on moral emotions and values as an important aspect of education in adolescence. Adolescence is a developmental stage with significant changes and instability in moods that justifies the need to develop emotional intelligence in the educational field, specifically the education of moral emotions. Therefore, this work offers practical considerations for inclusion in the secondary education stage where the figure of the teacher has a key role as a model and educational reference.


Please, cite this article as follows: Bisquerra Alzina, R., & López-Cassà, È. (2021). El cultivo inteligente de las emociones morales en la adolescencia | The intelligent cultivation of moral emotions in adolescence. Revista Española de Pedagogía, 79 (278), 103-113. https://doi.org/10.22550/REP79-1-2021-09

15 January 2018

This article offers a critical analysis of emotional intelligence (EI) as a dominant discourse that establishes ways of understanding, managing, and learning about emotions in the field of education. The first section gives an overview of the recent interest in the emotional along with how the popularity of ideas associated with emotional intelligence derives from its ability to associate itself with other influential discourses that emerge from the brain sciences (neurology, cognitive psychology etc.). As part of this discussion, some of EI’s main qualities are questioned, for example, its neutrality, its potential to go beyond the dualist approaches that dominate traditional conceptions, and its proposal for a paradigm shift. The second part of the article examines the presence and impact of the discourse of emotional intelligence in the field of education in the form of mechanisms for measuring emotional intelligence and programmes of emotional intelligence or emotional literacy. The importance of educators’ emotional involvement is discussed, as is the problem of the subjectivating power of this discourse. It concludes with arguments that invite us to reflect and explore alternative ways of understanding and framing the emotional and emotional education.

 

Cite this article as: Menéndez Álvarez‑Hevia, D. (2018). Aproximación crítica a la Inteligencia Emocional como discurso dominante en el ámbito educativo | A critical approach to emotional intelligence as a dominant discourse in the field of education. Revista Española de Pedagogía, 76 (269), 7‑23. doi: https://doi.org/10.22550/REP76-1-2018-01

 

30 July 2006

The aim of this study was to check the influence of educators emotional competence on their educative style and if students of the different education specialities have differences in their education styles and emotional competencies. Two test, one of emotional competencies (EQ-i) and another of educative styles, were administered to 249 students from different education specialities: teaching, pedagogy, psycho-pedagogy, social education and CAP.

All groups had their highest scores in the assertive style. The students of CAP and social education had higher scores in inhibicionist style than the other students. Teaching students had better scores in the majority of emotional competencies evaluated and the students of CAP had the worse scores. Regression analysis showed a moderate influence of the emotional competencies in some educative styles.

 

Key words: educative styles, emotional competencies, emotional education

30 January 2006

Emotional education is an outstanding place of the actual culture and social needs. Technology, emotion and change are three conceptual keys of our society of information. These are the theoretical referents of this report. From here emphasize emotional view as value to educate. The main goal of the paper is the research done in the outstanding of the emotional dimension (feeling), next to the perception, think, applied, persistence and social understanding as inclination of basic needs for both the students and adults interior life. We delimitate the concept and reach of the emotional education establishing some finalities, we suggest contents and describe concrete strategies such as the ORA process, the cinema, the questioning, the music in order to teacher take it to the practice.

 

Key words: Emotional intelligence, emotional education, creative strategy, basic inclinations.