Daniel goleman s of theory of emotional intelligence and transformative learning
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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

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.


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