Daniel Goleman’s of Theory of Daniel Goleman’s of Theory of Emotional Intelligence and Emotional Intelligence and
TransformativeTransformativeLearningLearning
Theresa MarquezEDUC 8101: Theory & Research
Walden University
OverviewOverview
I. IntroductionII. Emotional Intelligence (EI)III. EI DomainsIV. EI & Transformative LearningV. Emotions and LearningVI. Conclusion
I. IntroductionI. Introduction Self-AwarenessSelf-Regulation
Self-Motivation
Social Awareness
Social Skills
II. Emotional Intelligence (EEQ)II. Emotional Intelligence (EEQ)Emotional Intelligence Introduced by Daniel Goleman in 1995
* Different ways of being smart - Includes knowing feelings and using them to: make good decisions; managing feelings well; motivating yourself; maintaining hope; exhibiting empathy and compassion; positive interactions; managing family, professional, and personal relationships
III. EI DomainsIII. EI Domains* Based on Personal and Social Competencies: Personal:
a) Self-Awareness - Knowing ones internal states, preferences, resources, and intuitions
b) Self-Regulation - Managing one’s internal states, impulses, and resources
III. ContinuedIII. Continuedc) Self-Motivation - Emotional tendencies that guide or facilitate reaching goals
Social
d) Social Awareness - Awareness of other’s feelings, needs, and concerns
e) Social Skills - Adeptness at inducing desirable responses in others
III. continuedIII. continuedCurrent Research:
* An individual must posses most or all domains in order to be considered emotionally intelligent - An individual must be self-aware - Is highly self-regulated - Has the ability to be self-motivated - Must be aware of social surroundings - Possess important social skills
IV. Emotional Intelligence & IV. Emotional Intelligence & Transformative LearningTransformative Learning
Transformative Learning: Jack Mezirow (1978)
What is transformative learning?* An approach of using a prior interpretation/experience* To construe a new or revised interpretation of meaning of one’s experience* Guides future action * How adult makes sense of their life(s) experience(s). Different way of learning: * Learning occurs when their is transformation in beliefs and/or attitudes* Transformation of entire perspective* Add knowledge to meaning schemes or learn new schemes
IV. ContinuedIV. ContinuedHow does emotional intelligence apply to transformative learning?
Transformative learning students use to improve themselves and life performance: - Practice specific skills and competencies
Factors: * Relationship between teacher and learner* Respect for learner* Teacher is actively involved in learning process
Lived Experiences
V. Emotions & LearningV. Emotions & LearningHow do emotions effect learning?
* Positive emotions promote - Student and teacher (course facilitator) interactions must be positive and engaging.
* Active learning must occur
* Learning must be cooperative between students, teachers, and peers
V. continuedV. continued* There must be common respect between teacher, students, and peers.
* Students must work in collaboration with peers
V. ContinuedV. ContinuedOther intelligence theories:
* Sternberg-triarchic intelligence: componential, experiential, practical
* Gardner-multiple intelligences
* Herrnstein and Murray-bell curve
VI. ConclusionVI. Conclusion* How are you emotionally intelligent?
* Review of presentation
* Q&A and dialogue
ReferencesReferencesEmotional Competence Framework. (1998). The Consortium for Research on Emotional Intelligence in Organizations. Retrieved April 1, 2008, from http://www.eiconsortium.org/reports/emotional_competence_framework.html.
Emotional Intelligence – Goleman. (2008, March 25). Value Based Management.net. Retrieved December 8, 2008, from http://www.valuebasedmanagement.net/ methods_goleman_emotional_intelligence.html
Goleman, D. (2006). Emotional intelligence: why it can matter more than IQ. New York: Bantam.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.
Goleman, D, Boyatzis, R, & Mckee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business Press.
Mezirow, J. (2000). Learning as transformation: Critical perspective on a theory in progress. San Francisco: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education,74 5-12.
Mezirow, J., & Associates (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.