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Daniel Goleman’s of Theory of Emotional Intelligence and Transformative Learning

Daniel Goleman’s of Theory of Emotional Intelligence and Transformative Learning. Theresa Marquez EDUC 8101: Theory & Research Walden University. Overview. I. Introduction II. Emotional Intelligence (EI) III. EI Domains IV. EI & Transformative Learning V. Emotions and Learning

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Daniel Goleman’s of Theory of Emotional Intelligence and Transformative Learning

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  1. Daniel Goleman’s of Theory of Emotional Intelligence and TransformativeLearning • Theresa Marquez • EDUC 8101: Theory & Research • Walden University

  2. Overview • I. Introduction • II. Emotional Intelligence (EI) • III. EI Domains • IV. EI & Transformative Learning • V. Emotions and Learning • VI. Conclusion

  3. Self-Regulation Self-Awareness Self-Motivation I. Introduction Social Awareness Social Skills

  4. 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

  5. III. 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

  6. III. Continued • c) 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

  7. III. continued • Current 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

  8. IV. Emotional Intelligence & Transformative 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

  9. IV. Continued Lived Experiences • How 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

  10. V. Emotions & Learning • How 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

  11. V. continued • * There must be common respect between teacher, students, • and peers. • * Students must work in collaboration with peers

  12. V. Continued • Other intelligence theories: • * Sternberg-triarchic intelligence: componential, experiential, practical • * Gardner-multiple intelligences • * Herrnstein and Murray-bell curve

  13. VI. Conclusion • * How are you emotionally intelligent? • * Review of presentation • * Q&A and dialogue

  14. References • Emotional 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.

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