Daniel Goleman’s of Theory of Emotional Intelligence and Transformative Learning - PowerPoint PPT Presentation

Daniel goleman s of theory of emotional intelligence and transformative learning
Download
1 / 14

  • 285 Views
  • Uploaded on
  • Presentation posted in: General

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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Daniel goleman s of theory of emotional intelligence and transformative learning

Daniel Goleman’s of Theory of Emotional Intelligence and TransformativeLearning

  • Theresa Marquez

  • EDUC 8101: Theory & Research

  • Walden University


Overview

Overview

  • I. Introduction

    • II. Emotional Intelligence (EI)

  • III. EI Domains

  • IV. EI & Transformative Learning

  • V. Emotions and Learning

  • VI. Conclusion


I introduction

Self-Regulation

Self-Awareness

Self-Motivation

I. Introduction

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 domains

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


Iii continued

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


Iii continued1

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


Iv emotional intelligence transformative learning

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


Iv continued

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


V emotions learning

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


V continued

V. continued

  • * There must be common respect between teacher, students,

  • and peers.

  • * Students must work in collaboration with peers


V continued1

V. Continued

  • Other intelligence theories:

  • * Sternberg-triarchic intelligence: componential, experiential, practical

  • * Gardner-multiple intelligences

  • * Herrnstein and Murray-bell curve


Vi conclusion

VI. Conclusion

  • * How are you emotionally intelligent?

  • * Review of presentation

  • * Q&A and dialogue


References

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.


  • Login