Emotional Intelligence in Education(Special Issue Dedicated to Professor HARAYAMA Akira,Professor Philip Billingsley)Emotional Intelligence in Education(Special Issue Dedicated to Professor HARAYAMA Akira,Professor Philip Billingsley)AA12704345 Emotional Intelligence in Education (原山煌教授退任記念号 Philip Billingsley教授退任記念号)
This paper sets out to show the benefits of emotional intelligence (EI) in developing successful students and world citizens. Researchers Mayer and Salovey, who developed the ability model of EI, describe EI in part as the ability to perceive and regulate emotions, as well as to enlist them to facilitate emotional and intellectual growth (Mayer, Salovey, & Caruso, 2004). Though historically, education systems have emphasized IQ (intelligence quotient), there are a number of advantages to adding EI programs to school curricula in order to boost EQ (emotional quotient) levels. These advantages include: creating a positive educational environment where students, staff, and teachers feel that they are valued, and feel safe emotionally and physically ; a positive correlation between EQ and academic achievement in students ; amelioration of student attrition rates ; amelioration of teacher burnout symptoms ; and, improved perceived performance in educational administrators. In university EFL classrooms in Japan, utilizing EI techniques during discussion activities gives students a chance to think about how classmates make them feel and vice versa. In an environment where it is common for class-mates to ignore each other in class, and to loathe social interaction, teaching EI techniques helps to develop social skills that will be needed when these students go out into the world of work. Implementing a comprehensive EI program in schools is a large undertaking, one which means a fundamental change in the way all players in an educational institution interact with each other. To implement change effectively, it must begin at the top, with educational administrators first being trained in EI techniques, in order to learn how to implement such change in a way that does not alienate staff, which respects the concerns of staff, and in a way in which staff will appreciate the benefits of EI for themselves and their students. All players involved must also be aware of certain caveats to be considered when utilizing EI techniques, due to cultural and personality differences amongst individuals. This paper suggests that a comprehensive approach to implementing EI in education would potentially have a positive effect on the promotion of a peaceful world. The current world situation is such that we see problems being solved by violence and war, rather than through intellectual discussion and negotiation. An EI program that begins in kindergarten and extends through university can be one way in which to develop a population that understands the importance of implementing peaceful means to solve problems. Imagine a world in which students spend upwards of 12 years of their lives in school EI programs, learning how to get along with each other, and how to accept, value and negotiate differences. They can learn to revile the thought of harming another human being as a means to an end, and to despise the thought of warfare. Theoretically, this is possible. A more peaceful world could be possible when EI is implemented on a comprehensive basis.