Emotional intelligence as educational goal: A case for caution

Journal of Philosophy of Education 42 (3-4):631-643 (2008)
Abstract
Originally conceptualised as a set of capacities for understanding and managing emotions, emotional intelligence (EI) has become associated, mainly due to the work of Daniel Goleman, with life success skills, prosocial attitudes and moral and civic virtues. But EI, which may not in itself be teachable, need not lead to these outcomes, which may not necessarily converge. Also, what counts as life success, prosocial attitudes and moral and civic virtues can only be determined, if at all, by facing the value questions involved as value questions, not by conflating them with applied science.
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