Emotional Intelligence: a Pedagogical Perspective

The problem of emotional intelligence is widely addressed in educational sciences. In this context, in our article we analyse: the general framework of the problem which emphasises and sets out the dimensions of the psychological concept of intelligence, evident at the level of general ability and specific abilities; the specificity of emotional intelligence , which must be understood, but also delimited from the intrapersonal and interpersonal intelligences, situated in the area of ”multiple intelligences”; emotional intelligence as a managerial model , of “leadership” which supports emotional competence as a “professional skill” structured at the level of interdependence between four generic domains: self-awareness, social awareness, self management, relationship management; emotional intelligence, as a cultural model that focuses on the “emotional culture of the teacher”, based on ”emotional pedagogical values reflected in deontological behaviour”; emotional intelligence, as a pedagogical model designed in innovative schools that include in their programmes “the study of invaluable human qualities such as self-awareness, self-control and empathy, as well as the art of listening, conflict resolution and cooperation”.