EMOTIONAL INTELLIGENCE: BEYOND THE TEXTBOOK, TOWARDS A CONSCIOUS PRACTICE

Abstract

Emotional intelligence (EI), in the evolution of the entire intelligence paradigm, is a derivative of the social intelligence component by Thorndike. Thorndike proposed social intelligence as managing people around us to act wisely in our relations (Thorndike, 1920). The work concerning intelligence by Gardner 1983, brought about a change in understanding intelligence across individuals. The multiple intelligence theories propose that intelligence solely relates to one’s problem-solving ability (Gardner, 1983). Consequently, Mayer and Salovey attempted to collate the research on existing intelligence to propose the crucial role of affect in intelligence building. They defined EI as a “person’s capability to perceive, express, understand, use, and manage emotions in oneself (personal intelligence) and in others (social intelligence) which leads to adaptive behavior” (Mayer and Salovey, 1997). Several studies of EI levels among school children in India have revealed students possessing an average level of EI —the type of school, geographical location, economic conditions, gender, rural/urban localities, etc. are contributing factors to EI. These regulate emotional regulation quite drastically, requiring the need for formalization of EI/EQ in schools so that its inclusion through the developmental phase could lead to better-functioning individuals equipped with mental affective faculties. Therefore, this chapter aims to shed light on the frameworks concerning emotional intelligence/development and adapt them to the Indian school setting in inculcating emotional intelligence. Additionally, it questions any lack of framework aimed at inculcating EI and suggests frameworks of application of EI in Indian school settings for holistic development.