David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Theory 56 (1):39-56 (2006)
A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself
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Sophie Rietti (2008). Emotional Intelligence as Educational Goal: A Case for Caution. Journal of Philosophy of Education 42 (3-4):631-643.
Dina Mendonça (2012). Pattern of Sentiment: Following a Deweyan Suggestion. Transactions of the Charles S. Peirce Society 48 (2):209-227.
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