Author(s): Gale Macleod | James MacAllister | Anne Pirrie
Journal: International Journal of Emotional Education
ISSN 2073-7629
Volume: 2;
Issue: 1;
Start page: 34;
Date: 2010;
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Keywords: social | emotional and behavioural difficulties | emotional intelligence | emotional virtue
ABSTRACT
In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.
Journal: International Journal of Emotional Education
ISSN 2073-7629
Volume: 2;
Issue: 1;
Start page: 34;
Date: 2010;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: social | emotional and behavioural difficulties | emotional intelligence | emotional virtue
ABSTRACT
In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.
