Aproximación crítica a la Inteligencia Emocional como discurso dominante en el ámbito educativo

  1. David Menéndez Alvarez-Hevia 1
  1. 1 Manchester Metropolitan University, Reino Unido
Revista:
Revista española de pedagogía

ISSN: 0034-9461,  2174-0909

Año de publicación: 2018

Volumen: 76

Número: 269

Páginas: 7-23

Tipo: Artículo

DOI: 10.22550/REP76-1-2018-01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista española de pedagogía

Objetivos de desarrollo sostenible

Resumen

This article offers a critical analysis of emotional intelligence (EI) as a dominant discourse that establishes ways of understanding, managing, and learning about emotions in the field of education. The first section gives an overview of the recent interest in the emotional along with how the popularity of ideas associated with emotional intelligence derives from its ability to associate itself with other influential discourses that emerge from the brain sciences (neurology, cognitive psychology, etc.). As part of this discussion, some of EI’s main qualities are questioned, for example, its neutrality, its potential to go beyond the dualist approaches that dominate traditional conceptions, and its proposal for a paradigm shift. The second part of the article examines the presence and impact of the discourse of emotional intelligence in the field of education, in the form of mechanisms for measuring emotional intelligence and programmes of emotional intelligence or emotional literacy. The importance of educators’ emotional involvement is discussed, as is the problem of the subjectivating power of this discourse. It concludes with arguments that invite us to reflect and explore alternative ways of understanding and framing the emotional and emotional education.

Referencias bibliográficas

  • Ahmed, S. (2004). The cultural politics of emotion. London: Routledge.
  • Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical manual (EQ‑i). Toronto: Multi‑Health Systems.
  • Bar‑On, R. (2000). Emotional and social intelligence: insights from the Emotional Quotient Inventory (EQ-i). En R. Bar-On y J. D. A. Parker (Eds.), Handbook of emotional intelligence (pp. 363-388). San Francisco, CA: Jossey‑Bass.
  • Bisquerra, R. (2006). Educación emocional y bienestar. Madrid: Woulters Kluwert.
  • Boler, M. (1997). Disciplined emotions: philosophies of educated feelings. Educational Theory, 47 (2), 203‑227.
  • Boler, M. (1999). Feeling power: emotions and Education. Abingdon: Routledge.
  • Boyatzis, R. E., Goleman, D. y Rhee, K. S. (2000). Clustering competence in emotional intelligen‑ ce. En R. Bar-On y J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, and assessment, and applica‑ tion at home, school, and in the workplace (pp. 343‑362). San Francisco, CA: Jossey-Bass.
  • Buey, M. L. (2002). Importancia de la inteligencia emocional: un nuevo reto para la orientación educativa. Educación XX1, 5, 77-96.
  • Burman, E. (2009). Beyond ‘emotional literacy’ in feminist and educational research. British Educational Research Journal, 35 (1), 137-155.
  • Burman, E. y MacLure, M. (2005). Deconstruction as a method of research. En B. Somekh y C. Lewin (Eds.), Research Methods in the Social Science (pp. 284-293). Londres: Sage.
  • Coll, C. (1996). Constructivismo y educación escolar: ni hablamos siempre de lo mismo ni lo hacemos siempre desde la misma perspecti‑ va epistemológica. Anuario de Psicología, 69, 153-178.
  • Colley, H. (2006). Learning to labour with feeling: class, gender and emotion in childcare edu‑ cation and training. Contemporary Issues in Early Childhood, 7 (1), 15-29.
  • Conte, J. M. (2005). A Review and Critique of Emotional Intelligence Measures. Journal of Organizational Behavior, 26 (4), 43-440.
  • Cornwell, S. y Bundy, J. (2009). The emotional cu‑ rriculum: a journey towards emotional literacy. Londres: Sage.
  • Damasio, A. (1996). Descartes’ error: Emotion, reason and the human brain. London: Macmillan.
  • Davies, W. (2015). The happiness industry: How the Government and Big Business Sold Us Well-Being. Londres: Verso.
  • Deleuze, G. (2006). Foucault. Londres: Continuum. Denzin, K. N. (2007). On understanding emotion.
  • Nueva Jersey: Transaction Publisher. Dinham, S. y Scott, C. (1997). The teacher 2000
  • project: A study of teacher motivation and health. Perth: University of Western Sydney.
  • Dixon, T. (2012). Educating the emotions from Gradgrind to Goleman. Research Papers in Education, 27 (4), 481-495.
  • Edwards, R., Gillies, V. y Horsley, N. (2016). Early intervention and evidence‑based policy and practice: framing and taming. Social Policy and Society, 15 (1), 1-10.
  • Fernández‑Berrocal, P. y Ruiz Aranda, D. (2008). La inteligencia emocional en la educación. Re‑ vista Electrónica de Investigación Psicoeduca‑ tiva, 15 (6), 421-436.
  • Ferrés, J. (1996). Televisión subliminal: Socialización mediante comunicaciones inadvertidas. Barcelona: Paidós.
  • Foucault, M. (1990). The history of sexuality 1: An introduction. Londres: Penguin.
  • Foucault, M. (1997). Arqueología del saber. Madrid: Siglo XXI.
  • Game, A. y Metcalfe, A. (1996). Passionate Sociology. Londres: Sage.
  • Gardner, H. (1993). Frames of mind. The theory of multiples intelligences. Nueva York: Basic Books.
  • Goleman, D. (1996). Emotional intelligence: why it can matter more than IQ. Londres: Bloomsbury.
  • Goleman, D. (1999). La práctica de la inteligencia emocional. Barcelona: Kairós.
  • Goleman, D. (2003). Emociones destructivas. Bar‑ celona: Kairós.
  • Goleman, D. (2011). Emotional Mastery. Leadership Excellence, 28 (6), 12-13.
  • Gordo López, Á. J. y Burman, E. (2004). Emotio‑ nal capital and information technologies in the changing rhetorics around children and childhoods: Emotional capital and information technologies. New Directions for Child and Adolescent Development, 105, 63-80.
  • Gowing, M. K. (2001). Measurement of individual emotional competence. En C. Cherniss y D. Goleman (Eds.), The emotionally intelligent workplace: How to select for; measure, and improve emotional intelligence in individuals, groups, and organizations (pp. 83-131). San Franciso, CA: Jossey-Bass.
  • Greenspan, P. (2003). Emotions, Rationality, and Mind/Body. Royal Institute of Philosophy Supplement, 52, 113-125.
  • Grosz, E. (2005). Time travels: feminism, nature, power. Durham: Duke University.
  • Hacking, I. (2001). ¿La construcción social de qué? Barcelona: Paidós.
  • Haraway, D. (1991). Simians, Cyborgs, and Women. Nueva York: Routledge.
  • Harding, S. (1986). The Science Question in Feminism. Nueva York: Cornell University.
  • Hargreaves, A. (1998). The emotional practice of teaching. Teacher and Teaching education, 14 (8), 835-859.
  • Hargreaves, A. (2000). Mixed emotions, teachers’ perceptions of their interactions with stu‑ dents. Teaching and Teacher education, 16, 811-826.
  • Hartley, D. (2003). The instrumentalisation of the expressive in Education. British Journal of Educational Studies, 51 (1), 6-19.
  • Hochschild, A. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85, 551-575.
  • Hochschild, A. (2003). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
  • Humphrey, N., Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Lennie, C. y Farrell, P. (2008). Primary social and emotional aspects of learning: evaluation of small group work. Research Report RR064. Nottingham: DCSF Publications.
  • Landy, F. y Mayer, J. D. (2005). Is Emotional In‑ telligence old wine in new bottles? Recuperado de http://www.unh.edu/emotional_intelli‑ gence/ei%20Controversies/eitcontroversy%20 new%20wine%20with%20Landy.htm (Consul‑ tado el 27/01/17).
  • Lasky, S. (2000). The cultural and emotional po‑ litics of teacher‑parent interactions. Teaching and Teacher Education, 16, 843‑860.
  • Le‑Doux, J. (1993). Emotional networks in the brain. En M. Lewis y J. M. Haviland Handbook of emotions (pp. 159‑179). Londres: Guilford Press.
  • Le‑Doux, J. (1998). The emotional brain. Londres: Phoenix.
  • Lens, W. y Neves de Jesus, S. (1999). A psychosocial interpretation of teachers Burn Out. En R. Vandenverghe y A. M. Huberman (Eds.), Un‑ derstanding and preventing Teacher Burnout (pp. 192-201). Cambridge: Cambridge University Press.
  • Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE, BOE, núm. 295, 10 de diciembre de 2013).
  • Lortie, D. C. (1975). Schoolteacher: a sociological
  • study. Chicago: University of Chicago Press. Lyotard, J-F. (1984). The postmodern condition: a report on knowledge. Manchester: Manchester University Press.
  • Nias, J. (1989). Primary teachers talking: a study of teaching at work. Londres: Routledge.
  • Nias, J. (1996). Thinking about feeling: The emo‑ tions in teaching. Cambridge Journal of Edu‑ cation, 26, 293-306.
  • MacIntyre, A. (1984). After Virtue. Notre Dame, IN: University of Notre Dame Press.
  • MacLure, M. (2003). Discourse in Educational and Social Research. Maidenhead: Open Universi‑ ty Press.
  • Manrique Solana, R. (2015). La cuestión de la inteligencia emocional. Revista de Asociación Española de Neuropsiquiatría, 35 (128), 801-814.
  • Matthews, G., Zeidner, M. y Roberts, R. (2002). Emotional Intelligence: Science and Myth. Cambridge, MA y Londres: MIT Press.
  • Mayer, J. D., Salovey, P., Caruso, D. R. y Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3, 97-100.
  • Mestrovicic, S. G. (1997). Postemotional society. Londres: Sage.
  • Park, J. (2003). Emotional literacy handbook: pro‑ moting whole‑school strategies: antidote. Lon‑ dres: David Fulton.
  • Penalva, J. (2008a). Constructivismo y comprehensividad en la enseñanza superior: análisis crítico de los aspectos antropológicos, semánticos, epistemológicos y ontológicos. Revista de la educación superior, 37 (146), 155-169.
  • Penalva, J. (2008b). Analisis filosófico de la cons‑ truccion social de la escuela: claves críticas a partir de Ian Hacking. Teoría de la educación, 20, 65-81.
  • Penalva, J. (2009). Análisis crítico de los aspectos antropológicos y pedagógicos de la educación
  • emocional. Revista Iberoamericana de Educa‑ tion, 49, 247-265.
  • Reay, D. (2004). Gendering Bourdieu’s concepts of capitals? Emotional capital, women and so‑ cial. The sociological review, 52 (2), 57-74.
  • Reddy, W. M. (2001). The navigation of feeling: a framework for the history of emotions. Cambridge: Cambridge University Press.
  • Rosenthal, N. E. (2002). The Emotional Revolu‑ tion. Nueva York: Kensignton Publisher.
  • Rose, N. y Abi-Rachid, J. M. (2013). Neuro: the new Brain Science and the management of the mind. Nueva Jersey: Princeton University Press.
  • Rose, N. (1998). Inventing Ourselves: psychology, power and personhood. Cambridge: Cambridge University Press.
  • Salovey, P. y Mayer, J. D. (1990). Emotional Inte‑ lligence. Imagination, cognition and persona‑ lity, 9, 185-211.
  • Schlaeger, J. y Stedman, G. (Ed.) (1999). Representation of emotions. Tübingen: Gunter Narr Verlag.
  • Squire, C. (2001). The Public Life of Emotions. International Journal of Critical Psychology, 1, 27‑38.
  • Troman, G. (2000). Teacher stress in the low‑trust society. British Journal of Sociology of Education, 21, 331‑353.
  • Wigelsworth, M., Humphrey, N. y Lendrum, A. (2012). A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme. Educational Psychology, 32 (2), 213-238.
  • Yell, S. (2012). Natural disaster news and communities of feeling: The affective interpellation of local and global publics. Social Semiotics, 22 (4), 409-428.
  • Zembylas, M. (2004). The emotional characteris‑ tics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20, 185-201.
  • Zembylas, M. (2005a). Discursive practice, genealogies and emotional rules: a poststructuralist view of emotion and identity in teaching. Teaching and teacher education, 21, 935‑948.
  • Zembylas, M. (2005b). Teaching with emotion. A postmodern enactment. Greenwich: Information Age.
  • Zembylas, M. (2006). Challenges and Possibilities in a Postmodern Culture of Emotions in Edu‑ cation. Interchange, 37 (3), 251275.
Fuente de los datos: Dialnet