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1. EMOTIONAL INTELLIGENCE BETWEEN SCIENCE AND ART................................................................. 1
30 May 2014 ii ProQuest
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EMOTIONAL INTELLIGENCE BETWEEN SCIENCE AND ART
Author: Marin, Tudor

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Abstract: To address issues of contemporary education is imperative to know the society' regional and global
issues. Today, the world is changing faster than we can change, which raises new challenges in the
development of the child as a free human being; a matter that concerns the sociologists, psychologists,
pedagogues is the direction and the sense in which the world / the society is moving as a whole. In this context,
social and emotional education has become the cornerstone of the "success in life". The study of emotions in
the development of the human personality escalated a scientific field, but addressing emotional intelligence in
everyday life is an art. [PUBLICATION ABSTRACT]
Full text: Headnote
Abstract: To address issues of contemporary education is imperative to know the society' regional and global
issues. Today, the world is changing faster than we can change, which raises new challenges in the
development of the child as a free human being; a matter that concerns the sociologists, psychologists,
pedagogues is the direction and the sense in which the world / the society is moving as a whole. In this context,
social and emotional education has become the cornerstone of the "success in life". The study of emotions in
the development of the human personality escalated a scientific field, but addressing emotional intelligence in
everyday life is an art.
Keywords: emotional intelligence (EQ / EI), cognitive intelligence quotient (IQ) multiple intelligences.
1. The origins of the emotional intelligence concept(EQ / EI)
In 1990, the psychologists John Mayer and Peter Salovey published an article where a new concept called
emotional intelligence was represented. However, we should note that the elements of this phrase can be found
in the statement of Socrates (470-399 BC) "know thyself" or in the Bible: "Love your neighbor as you love
yourself" and "do not do the other what you do not like t be done'.
In 1983, Howard Gardner brings to the field of knowledge the concept of "multiple intelligences" which argues
that there is not only one type of intelligence, but multiple types of intelligence. The seven intelligences are:
mathematical-logical intelligence, interpersonal intelligence, spatial intelligence, musical intelligence, rhythmic,
intrapersonal intelligence, kinesthetic intelligence, linguistic-verbal intelligence1. A brief overview of these
multiple intelligences leads us to the correlation between interpersonal intelligence and intrapersonal
intelligence. Although Gardner did not reveal the existence of emotional intelligence, however he indirectly
opened the assertion of this concept.
The year 1995 marked an amazing revolution in psychology through the book of Daniel Goleman, "Emotional
Intelligence". His research tries and succeeds brilliantly in explaining that when we understand the feelings the
situation becomes much clearer.
Today, the concept of emotional intelligence (EQ / EI) has become unmistakably as important and publicized as
cognitive intelligence quotient (IQ). Note that these two kinds-the purely intellectual and the emotional-party
expresses quite different activities of the human brain.
2. Conceptual clarifications
Emotional Intelligence (EQ / EI) is now present in all areas of life. From this perspective, the research of
emotional intelligence is booming and establishes itself as a new paradigm; the world must see and understand
emotional intelligence as an integral part of everyday life as well. Although the academic world does not give as
much importance for the emotional intelligence as for the cognitive intelligence quotient (IQ), the secret of
success in life mainly presented by the emotional intelligence, which is another way of being smart.
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There are a lot of definitions for the emotional intelligence, but we believe that the most realistic definition must
arise from its content, namely: self-knowledge (a better understanding of the own emotions), self (the effective
management of the emotions and significant increase in quality of life), social consciousness / group (a better
understanding of the others around us and living together with a high degree of comfort), intra / interpersonal
relationship management (creating better relationships at all levels with the others and increase productivity and
personal image). Since emotions are an important and useful source of information, knowledge and
understanding, emotional intelligence is desirable to be seen in terms of four types of skills: perception of
emotions, using emotions, understanding emotions and managing emotions. We can therefore emphasize that
emotional intelligence is at the same time a social skill, and an ability to understand right and proper our and the
others emotions in order to effectively and efficiently adopt a management. From the perspective of Daniel
Goleman, emotional intelligence refers to "the ability to recognize his own emotions and feelings and those of
the others, to motivate us and to do a better management of our spontaneous impulses and of those occurring
in relations with the others"2.
Daniel Goleman provides a taxonomy of the components of emotional intelligence (EQ) briefly these structural
elements are as follows:
a) Self-knowledge (emotional self-knowledge, realistic and accurate self-knowledge, self-confidence);
b) Self (emotional self-control, transparency and maintaining integrity, versatility and adaptability to change,
results orientation, initiative, optimism and perseverance);
c) Social awareness, group / social "awareness" (empathy, "awareness" within the organization, task
orientation);
d) Managing interpersonal relations (developing others, inspirational leadership, initiation and management of
change, influence, conflict management, teamwork and collaboration).
3. The link between intelligence quotient (IQ) and emotional intelligence (EQ)
Intelligence quotient (IQ) measures the ratio between mental and chronological age of an individual or must be
seen as the only universally accepted measure of human skills, according to Gauss curve 2-3% of the
population has high intelligence, mentally handicapped are the same percent, and the remaining population is
at intermediate level. We believe that IQ generally measures the person's personal informational base (memory,
vocabulary, visual and motor coordination, etc.) or the ability "of starting" for predicting performance in the
profession. It also should be noted that there are many theories about IQ. They converge to the questions: "Is
anyone born with a certain IQ and nothing can change that or is IQ a skill that can be learned and trained?" No
categorically and unique answer was given, but it is generally accepted that IQ is a fact which can hardly be
improved throughout life; in this context we should mention that there are a large number of interfering factors
such as stress, abilities and self-image which can positively or negatively affect job performance. Although the
cognitive psychology argues that IQ (rational academic intelligence quotient) is the main factor that determines
the success and professional success, the results of research on brain and human behavior in recent decades
show the extremely high importance of emotional intelligence (EQ).
Emotional intelligence including intrapersonal and interpersonal field has no limits, anyone who is ready and
willing to improve their emotional intelligence can do it. It was concluded that the way we manage our feelings
and emotions can ensure the success we want to achieve. The study of the emotional intelligence has taken a
truly scientific field and and the results of the research are used worldwide in all fields. Today one can give a
right answer to the question: "Why some smart people are performing poorly and why some people poorly
trained perform much better?". "The secret of success is not assured of what was taught at school or a
university economic diploma and even the technical know-how or years of experience. The only major factor is
emotional intelligence "3.
We believe that EQ has become as prevalent as IQ. Both are interdependent; "we are judged by a new
standard: not only by our intelligence, or by our professional competence, but also by our behavior, to us and to
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others4. Emotional intelligence 'describes the complementary qualities but distinctly from the pure intelligence of
those with IQ measurable cognitive skills. Many people equipped with the academic intelligence but lack
emotional intelligence end up working for people with lower IQ than their own, but who excel in emotional
intelligence skills.5"
4.Emotional intelligence and curricula
10 years after the publication of the book "Emotional intelligence", Daniel Goleman notes that "the greatest
reward came from the warmth with which the concept has been adopted by those who deal with education
through social and emotional learning programs (SEL-Social and Emotional learning)6 ". In most states in the
U.S.A, social and emotional education is "necessarily included in the curriculum as arguing that students must
attain a certain level of proficiency in math or language, so you need to master these essential skills for life.7"
Also, social and emotional education in schools can be found in Singapore, Malaysia, Hong Kong, Japan,
Korea, Australia, New Zealand and many countries in Latin America and Africa. It should be noted that since
2002, UNESCO launched a global initiative to promote social and emotional education issuing a statement with
ten basic principles for the implementation of social and emotional education in 140 countries.
Romania, as a member state of the European Union adopted the key competences which are "a specific
combination of knowledge, skills and attitudes appropriate to the context of each individual needs for personal
fulfillment and development, active citizenship, social inclusion and employment on the labor market 8". Law no.
1 of 2011 (National Education Act) took the 8 key competences of the European Union, and with special
reference to social and emotional learning skills we have axiological and cultural expression skills. It is
imperative that the curriculum of school education topics to be included integrated social and emotional
education (character education themes, to prevent violence, bullying, drug prevention and school discipline).
5. "Simple techniques for developing emotional intelligence9"
The study of emotions in human personality development escalated a scientific field, but emotional intelligence
in everyday approach is mostly an art. In each person but also in terms of learning organizations is necessary to
know at least basic techniques for developing emotional intelligence. Preferably is that there would be a best
practice guide on emotional intelligence in the action context.
We illustrate:
a. A need for self-knowledge: "What kind of person are we?", "What are our deepest fears and desires?"
b. Reflect on their own feelings; it needs an awareness of emotions faced by a person and identifying their
names like "I feel confused", "ashamed", "unfulfilled", "incomprehensible", "rejected".
c. Making the distinction between thoughts and feelings, saying "I feel neglected" and not "feel that others have
more important things to do."
d. Assuming relevant feelings we have and not the actions or reasons of the others ("I am jealous" and not "you
make me jealous").
e. Using of the feelings that we have to make decisions based on one of the questions: "How would I feel if I do
that?", "How would I feel if I do that?" "How do I feel?" "What would help me feel better?"
f. Setting targets more or less operational need to use feelings, with reference to how I want to feel the others
around us.
g. Permanently validate pertinent feelings of others using empathy, understanding for what the persons feel to
whom we are relating to. Preferred: do not criticize, judge, label, control.
h. Learning to cope with negative feelings.
i. Sincere approach and expressing feelings as objective as possible; recommended not to make statements
such as: "I love coffee with cream", "I hate these pants." These statements do not usually reflect the expression
what we really feel.
j. It is desirable to firstly identify our emotions and then to label the others feelings. There are commonly used
sentences consisting of three words that begin with "I feel ....." "I ......." "....... I am impatient....." We must avoid
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expressions such as: "It is terrible what is happening", "I feel hurt", "You're a jerk."
k. Avoid, if possible, persons in the presence of whom we feel uncomfortable because emotions are contagious,
and the negative ones that these individuals have generate bad mood.
Our trip summary from the perspective of emotional intelligence has given us the opportunity to "a deep and
compelling reflection on the emotional significance and its critical role in your career.10" Today, emotional
intelligence is certainly "the key to success in life" considering any activity in which a person, a group, an
organization. The organization that teaches school (undergraduate and universitary), "emotional and social
education is the active element of curricula that improves learning ability of the child and simultaneously prevent
problems such as violence. We can prove this scientifically: if we help children improve their self-awareness and
self-confidence, to control emotions and impulses troublesome and to develop empathy; their reward will be not
only in behavior but also in improving academic performance measures11 emotional approach to education is
an art without which life in its fullness would not exist.
Footnote
1 Gardner, Howard, Multiple modele de inteligenta, Ed. Basics Books, New York, 1983.
2 Goleman, Daniel; Inteligenta emotionala, cheia succesului n viata, Ed. Alfa, Bucharest, 2004-2008.
3 Goleman, Daniel; Inteligenta emotionala, Editia a III-a, Ed. Curtea Veche, Bucharest, 2008.
4 Op.cit.
5 Op.cit.
6 Op.cit.
7 Op.cit.
8 Marin, Tudor; Statutul competentelor cheie n orientarile strategice. Obiectivele politicilor educationale. n
Pohoata, Gabriela (coordonator): Aspecte metodologice ale predarii si ale nvatarii, 2013, Ed. Pro Universitaria,
Bucharest.
9http://www.armonianaturii.ro/Inteligenta-Emotionala-Tehnici-simple-pentru-dezvoltarea-ei.html*articleID_1051-
articol
10 USA Today
11 Goleman, Daniel, Inteligenta emotionala, Editia a III-a, Ed. Curtea Veche, Bucharest, 2008.
References
REFERENCES
Elias, Maurice; Tobias, Steven; Friedlander, Brian, (2002), Inteligenta emotionala n educatia copiilor; Bucuresti,
Ed. Curtea Veche.
Fodor, Iulia, (2009), Inteligenta emotionala si stilurile de conducere, Iasi, Ed. Lumen.
Gardner, Howard, (1983), Multiple modele de inteligenta, New York, Ed. Basics Books.
Goleman, Daniel; (2008), Inteligenta emotionala, Editia a III-a, Bucuresti, Ed. Curtea Veche.
Goleman, Daniel; (2004-2008), Inteligenta emotionala, cheia succesului n viata, Bucuresti, Ed. Alfa.
Marin, Tudor; Statutul competentelor cheie n orientarile strategice. Obiectivele politicilor educationale. n
Pohoata, Gabriela (coordonator): Aspecte metodologice ale predarii si ale nvatarii, (2013), Bucuresti, Ed. Pro
Universitaria.
Roco, Mihaela, (2004), Creativitate si inteligenta emotionala, Bucuresti, Ed. Polirom.
Torra Batorrabadella, Paz, (2009), Inteligenta emotionala la locul de munca, Bucuresti, Ed. All.
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http://www.armonianaturii.ro/Inteligenta-Emotionala-Tehnici-simple-pentru-dezvoltarea-ei.html*articleID_1051-
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AuthorAffiliation
TUDOR MARIN*
marintudor@yahoo.co.uk
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* Lecturer PhD., "Dimitrie Cantemir" Christian University, Bucharest.
Subject: Emotional intelligence; Cognitive ability; Personality;
Publication title: Euromentor Journal
Volume: 4
Issue: 2
Pages: 111-117
Number of pages: 7
Publication year: 2013
Publication date: Jun 2013
Year: 2013
Publisher: Christian University Dimitrie Cantemir, Department of Education
Place of publication: Bucharest
Country of publication: Romania
Publication subject: Education
ISSN: 2068780X
Source type: Scholarly Journals
Language of publication: English
Document type: Feature
Document feature: References
ProQuest document ID: 1449574703
Document URL: http://search.proquest.com/docview/1449574703?accountid=15533
Copyright: Copyright Christian University Dimitrie Cantemir, Department of Education Jun 2013
Last updated: 2013-11-21
Database: ProQuest Central
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