"Emotional Intelligence" in the Classroom? An Aristotelian Critique

Autor/in	Kristjansson, Kristjan
Titel	"Emotional Intelligence" in the Classroom? An Aristotelian Critique
Quelle	In: Educational Theory, 56 (2006) 1, S.39-56 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2006.00002.x
Schlagwörter	Stellungnahme; Emotional Intelligence; Educational Philosophy; Ethical Instruction; Teaching Methods; Moral Values; Social Values; Values Education + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Bildungsphilosophie; Erziehungsphilosophie; Ethics instruction; Teaching of ethics; Ethikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Sozialer Wert; Werterziehung
Abstract	A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence (EI) as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristjan Kristjansson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjansson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10