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5 results

  • 10 - Creativity and Emotional Intelligence

  • from Part II - The Development of Creativity
  • Edited by Zorana Ivcevic, Yale University, Connecticut, Jessica D. Hoffmann, Yale University, Connecticut, James C. Kaufman, University of Connecticut
  • Book:
    The Cambridge Handbook of Creativity and Emotions
    Published online:
    16 February 2023
    Print publication:
    23 February 2023, pp 186-204

  • Summary

    Emotions are part of the creative process, and emerging research shows the emotions and creativity association extends well beyond simply the enhancing effects of pleasant emotions in laboratory studies on divergent thinking. More and more, researchers are recognizing that how the creator interprets, channels, and manages their emotions matters. So, are emotionally intelligent people more creative? The short answer is, it depends on who you ask. In this chapter, we will first describe prominent models of emotional intelligence (EI) and creativity and then review what evidence exists for the connection between the two constructs. We next describe our own conceptualization of EI and creative achievement grounded in the ability model of EI and actual creative performance. We conclude with examples of training programs and educational initiatives that can support both the development of EI and creative abilities.

  • 8 - Cultivating Inner Qualities

  • from Part III - Ethical Education in Practices
  • Edited by Scherto Gill, University of Sussex, Garrett Thomson, College of Wooster, Ohio
  • Book:
    Ethical Education
    Published online:
    30 June 2020
    Print publication:
    16 July 2020, pp 127-148

  • Summary

    Chapter 8 presents ‘cultivating inner qualities’ (CIQ) an initiative case study for developing ethical relations in Chinese schools. In the light of the emergent shift from ‘teaching to test’ to ‘educating whole human beings’, the CIQ project has been launched in primary and secondary schools within the different economic development regions in China, targeting especially marginalised children who suffer from severe social and emotional deprivation and exclusion. The core of CIQ practice is centred on developing ethical relations in schools, including time and space within the curriculum to enrich social emotional experiences, developing relational competencies, fostering trust and caring relationships and encouraging mutual respect and mutual support amongst teachers and students. In addition, CIQ is an innovative approach to school management, and to home–school collaboration. Research into CIQ suggests that these core ethical education practices are key to cultivating students’ holistic inner qualities, such as a greater awareness of interconnection between oneself and others; better and more positive interpersonal relationships; a stronger sense of responsibility for each other’s learning; healthier emotional states; and more relational resilience when facing challenges.

Ethical Education
  • Towards an Ecology of Human Development
  • Edited by Scherto Gill, Garrett Thomson
  • Published online:
    30 June 2020
    Print publication:
    16 July 2020
  • Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.

  • A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

  • Terence Bowles, Shane Jimerson, Aaron Haddock, Julene Nolan, Slawomir Jablonski, Magdalena Czub, Vítor Coelho
  • Journal:
    Journal of Relationships Research / Volume 8 / 2017
    Published online by Cambridge University Press:
    04 September 2017, e16
    Print publication:
    2017
    • Article
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  • The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

  • Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study

  • Baiba Martinsone, Sabine Vilcina
  • Journal:
    Journal of Relationships Research / Volume 8 / 2017
    Published online by Cambridge University Press:
    27 July 2017, e14
    Print publication:
    2017

  • The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.