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.