Abstract

The article provides arguments for including social-emotional education in moral education. The first part of the article presents an analysis of the concept of “emotional intelligence”, considering the history of its creation and the methodological difficulties with which this concept is burdened. In the second part of the article, the expectations that can be placed on emotional education classes are formulated. The starting point is empirical research that examined the effectiveness of past attempts to provide emotional education to adolescents and adults. The last part of the article discusses the assumptions of the pedagogical movement that emerged in the 1990s, which calls for conducting classes in the field of so-called “character education”. Furthermore, experiences from social-emotional learning (SEL) classes developed by the University of Illinois are discussed. The text also briefly takes into account Spain's first experiences in the field of emotional education.