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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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