The speaker has some great points on emotional intelligence, and how it is completely different than IQ. In the middle of his presentation, he talks about his brother going to visit a killer in prison. The killer had a very high IQ, actually a certified genius, but committed a horrendous crime. The speaker's brother asked the killer," How could you do this act, didn't you feel any pity for your victims?" The killer replied that he did not feel pity and that "I had to turn that part of me off." This man had an incredibly high IQ, could have been very successful, but because of his emotional intelligence, he committed a huge crime. Through my readings and understanding, there is no correlation between IQ and empathy.
Some think that emotional intelligence has become a sort of "buzz
word" in the last few decades. But according to a table in our power-point for chapter 8, Gardner's eight intelligences include a couple
which would be considered emotional intelligence. These
are interpersonal, and intrapersonal. Interpersonal intelligent people
are known for their sensitivity to other people's moods, feelings,
temperaments,motivations, and their ability to cooperate in order to
work as part of a group. Intrapersonal is having a deep understanding of
what your strengths and weaknesses are, what makes you unique, and
being able to predict your own reactions or emotions. All of these
qualities that belong in these two intelligences are important parts of a
person's being. If a person would have 6 of 8 intelligences, but no
intrapersonal or interpersonal intelligence, can you imagine what kind
of person they would be? Would you want a person like that working for
you? I would assume not.
At my school we have a system set up. Each teacher is given a folder
with different indicators on it. Some are for emotional intelligence,
some are for humor, analytical, etc. Throughout the year, when we see
one of the indicators present, we write the child's name next to the
indicator. If we see the indicator, we put a tally next to their name.
Then in the spring, we count up the students who had the most tallies,
and we test those students with some sort of program. Unfortunately,
only the analytical memory are really tested with the program. But I think the process that
we use is very fair and gives a chance for students with different high
abilities a chance to be tested.
Unfortunately, emotional intelligence varies across different situations, so it is difficult to compare adaptiveness. This doesn't mean it is any less important."The concept of emotional intelligence has increased teachers' awareness that providing experiences that meet students; social and emotional needs can improve their adjustment(Berk p325)." As educators, we need to not only focus on IQ, but also the emotional child behind the learning. Instead of asking, "how smart are you?" we should be turning toward the query "how are you smart?" (Cassady). For a child to be able to succeed to the best of their ability in their adult life, focusing on IQ and emotional intelligence creates the best chance of success.
Unfortunately, emotional intelligence varies across different situations, so it is difficult to compare adaptiveness. This doesn't mean it is any less important."The concept of emotional intelligence has increased teachers' awareness that providing experiences that meet students; social and emotional needs can improve their adjustment(Berk p325)." As educators, we need to not only focus on IQ, but also the emotional child behind the learning. Instead of asking, "how smart are you?" we should be turning toward the query "how are you smart?" (Cassady). For a child to be able to succeed to the best of their ability in their adult life, focusing on IQ and emotional intelligence creates the best chance of success.
Sources
Berk, L. E. (2012). Child Development. Prentice Hall.
Cassady, J. C., & Eissa, M. A. (2008). Emotional intelligence: Perspectives on educational and positive psychology (Vol. 336). Peter Lang.
No comments:
Post a Comment