Relationship between prejudice and some personal variables among secondary schools students in state of kuwait
Components of Emotional Intelligence
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- Bu səhifədəki naviqasiya:
- - Handling relationships.
1.3.2 Components of Emotional Intelligence:The key components of emotional intelligence have been described as self-awareness and empathy. It is believed that these qualities are not only the foundation of emotional intelligence, but are essential for sound moral development and social responsibility. Self-awareness is the understanding of one's emotions or motives and beliefs. It is also the understanding of one's strengths and limitations. Individuals with adequate self-awareness tend to believe in the purpose of their mission and in the appropriateness of their actions (David, 2003). At the same time, they tend to be realistic, rather than naive, about themselves and others. Empathy is the ability to understand and share others' feelings. Cognitive or intellectual empathy is the ability to predict others' thoughts and feelings. Empathy enables people to read another person's face and voice for emotional content so that they can be attuned as to how that person feels throughout the course of their interaction (Leonard & Bruce, 2003). Emotional intelligence will be considered an actual, traditional, intelligence here. From this perspective, emotional intelligence arises from a productive union of the cognitive and emotion systems. The cognitive system carries out abstract reasoning about emotions, while the emotion system enhances cognitive capacity. More specifically, individuals high in emotional intelligence have the ability to perceive, understand, and manage emotions, on the one hand, and to allow emotions to facilitate their thought, on the other hand. Goleman (2003) mentioned that emotional intelligence consist of many components as the following: - Emotional self – awareness. - Managing emotions. - Harnessing emotions productively. - Empathy: Reading emotion. - Handling relationships.On the other hand Shapiro (2002) asserted that there are many components of emotional intelligence which are: moral feeling, intellectual skills, problems solving, social skills, achievement skills and self motivation, and the power of empathize. Salovey, Mayer, Turvey, and Palfai (1995) proposed a model of emotional intelligence that includes abilities in five domains: 1.3.2.1. Understanding one’s Emotions: Individuals who are introspective, insightful, and truly understand their feelings are better equipped to develop goals, make plans, and follow through and achieve their goals. They are able to understand their strengths and are willing to work on their weaknesses. 1.3.2.2 Managing One's Emotions: Understanding one's feelings leads to better management of emotions and, consequently, to happier situations. Individuals who are able to manage their emotions are able to control their behavior. 1.3.3.3 Motivating Oneself: Individuals who are able to manage their feelings in a positive direction are able to control their impulses. They are in charge of their behavior and feel empowered to change their destiny. 1.3.3.4 Recognizing Emotions in Others: Empathy is a quality that is crucial in maintaining a civilized social order. It negates the every person for him or herself mentality, and causes people to abide by certain moral principles. Empathetic individuals are sensitive to the feelings of others and are able to put themselves in "another's shoes". 1.3.3.5 Handling Relationships: The art of influencing people requires skills in managing the emotions of others. Individuals are able to collaborate and to cooperate with others and respect their differences. 1.4 Linguistic Intelligence 1.4.1 Psychological Perspective of Linguistic Intelligence From a very early age we have all been encouraged to develop the art of communication. Even if we do not consider ourselves to be particularly talented, we have at least learned sufficient so as to interact fairly successfully with others. There are however, individuals who have developed their linguistic skills to the point where it becomes an art. They have the ability to write and/or talk fluently, utilizing a broad vocabulary to express the precise meaning of what they wish to convey and they can speak almost melodically with changing intonations and rhythms of sound to express feelings and promote memory. Several different definitions have been given to intelligence (genarally) according to the different theoretical, psychological and philosophical schools. The term ‘intelligence’ was derived from the Latin word ‘intelligentia’ that was coined by the Roman philosopher Shershon. (Baron,1982). Herbert Spencer was the scientist who introduced the term intelligence to modern psychology in the late nineteenth century. He maintained that life is the continuous accommodation of both internal and external relations. Such accommodation is achieved by instincts in low animals and by intelligence in man. Thus, Spencer contends that the primary function of intelligence is enabling the individual to adapt well to his complex , ever-changing environment (quoted in Jerison, 2000) . Intelligence is defined as general cognitive problem-solving skills. A mental ability involved in reasoning, perceiving relationships and analogies, calculating, learning quickly…etc. In this regard linguistic intelligence is the capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people, and it found in: poets, copywriters, novelists, journalists, scriptwriters, orators, seminar presenters, politicians, editors, publicists, journalists, speech writers, and lawyers. Brody (2000) asserted that linguistic intelligence is ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, and analyzing language usage. The precise definition of Linguistic Intelligence has been defined by Gardener as sensitivity to the meaning of words, the order among words, sounds, rhythms, and inflections, different functions of language, phonology, syntax and pragmatic. Individuals with Linguistic Intelligence will have one or more of the following skills:-
The advantages of developing ones Linguistic Intelligence further are many. We use language to explain, persuade, sell, argue, speak publicly, describe, write, and so on. It is a skill used extensively by lawyers, politicians, businessmen and taxi drivers...etc. What is intelligence? As a first approximation, the intelligence as a repertoire of learnable cognitive competencies that permit effectiveness in a complex, symbol-rich, and problem-oriented world. Intelligence is much more than that. Concise definitions of complex phenomena, although useful as points of departure, necessarily oversimplify. This is the case with intelligence, partly because it is multifaceted, but also because differing theoretical perspectives have been applied to intelligence over the century or so that it has been studied seriously. Although these differing paradigms are often cast as competitors, they are more productively viewed as complements that together present a fuller picture than any single perspective (Sternberg, 1988). Multiple points of view also permit intelligence to be described in terms that are comprehensive enough to explain interconnections with social outcomes, yet precise enough to say how experience can be designed to favor the inculcation of the intelligence repertoire; that is, to say how intelligence can be cultivated ? That IQ is significantly correlated with achievement, related to acquisition of knowledge in employment settings, related to acquisition of knowledge in nonacademic settings, and even related to the acquisition of knowledge by one's children (Brody, 1997). Because of these factors and the practical utility of IQ tests, general measures of intelligence have enjoyed widespread use for nearly 100 years (Jack & James, 2001). These tests, however, have two main weaknesses which are especially relevant to the question of identification of gifted children.
First, the age of traditional IQ tests has not permitted integration of current understandings of intelligence that have emerged from research conducted over the past 50 years; second, traditional IQ tests are based on a weak theoretical foundation of general ability with vaguely defined constructs and tests that are clearly achievement laden (Naglieri,1999). Both of these issues have considerable impact on the extent to which these tests are related to academic performance and are fair for minority children. In addition, these problems render traditional tests ineffective for identification of creativity (Minhas, 1981). Psychologist's ideas about intelligence were derived from statistical analyses of short-answer tests. Using these instruments and analyses, psychologists articulated arguments isolating between 1 and 150 factors of intelligence. However, general intelligence often emerged as a factor common to various kinds of problem solving (Carroll, 2005). Concepts of "intelligence" are attempts to clarify and organize this complex set of phenomena (Gwyneth, 2007). Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions and none commands universal assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen somewhat different definitions (Sternberg & Detterman, 1986). Such disagreements are not cause for dismay. Scientific research rarely begins with fully agreed definitions, though it may eventually lead to them. In response to a person's experiences, like a number of other scholars, Gardner viewed the intelligences as educable (Feuerstein, 1980). Based on his survey of these types of data, Gardner suggested that all human beings possess at least seven relatively independent faculties. In addition to thinking of intelligence as involving linguistic and logical mathematical abilities, Gardner said that we should consider musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal abilities intelligences as well All human beings possess all of the intelligences, but we differ in our relative strengths and weaknesses (Gardner, 1993). The issue of defining intelligence has been a difficult and controversial subject for both psychologists and educators alike. Most recently the trend has been to include aspects of thinking and learning that emphasize its highly personalized and self-reflective nature. An important theme in many definitions over the years, including those of the fathers of intelligence testing (Binet & Saimon, 1916) has been that of adaptation, a theme that, arguably, also makes sense in an evolutionary context (Barkow, Cosmides, & Tooby, 1992; Buss, 1995; Jerison, 1982; Wright, 1994). However, human beings do not just adapt to the environment: They shape their environment and, at times, select a new environment (Robert, 1997).
Robert and Wendy (1998) defined intelligence as relevant to any environmental context. This context has physical, biological, and cultural aspects, which may interact. For example, cultural artifacts (from prescription glasses to computers) can facilitate adaptation to the environment. But the same artifact (e.g., computers) that makes the environment friendlier for some individuals may render it more hostile for others who are unable or unwilling to adjust to the artifact. In defining intelligence, researchers need to carefully distinguish among intelligence, intelligent behavior, and tested intelligence (Hebb, 1949). Confusions among these three concepts have resulted, perhaps, in confusions regarding the nature of intelligence. However, it is still possible to define intelligence by the direction towards which its development is turned, without insisting on the question of boundaries, which become a matter of stages or of successive forms of equilibrium. We can therefore regard the matter from the point of view both of the functional situation and of the structural mechanism. From the first of these points of view, we can say that behavior becomes more "intelligent" as the pathways between the subject and the objects on which it acts cease to be simple and become progressively more complex (Piaget, 1972). There is no lack of definitions of intelligence (Neisser, 1979; Sternberg & Detterman, 1986). In the 1921 survey of scholars in the field of intelligence, the most common elements in the proposed definitions were (a) higher level abilities (such as abstract reasoning, mental representation, problem solving, and decision making), (b) ability to learn, and (c) adaptation to meet the demands of the environment effectively. In the 1986 survey, the most common elements were (a) higher level abilities, (b) that which is valued by culture, and (c) executive processes. Moreover, traditional conceptions of intelligence hold that intelligence remains the same in all situations (Herrnstein & Murray, 1994).
Modern conceptions point out that the thinking and learning required outside of school are often situated and contextualized (Resnick & Glaser, 1976). Most intellectual work does not occur in isolation: When people work in different kinds of settings, their abilities to problem solve differ. Apart from traditional test settings, problem solving is usually tied to certain tasks or goals and often aided by other people and an assortment of tools and resources (Salomon, 1993; Vygotsky, 1978). In keeping with the theories of the thinkers, Gardner's definition of intelligence is likewise highly contextualized. Further, intelligence never exists in isolation from other intelligences: All tasks, roles, and products in our society call on a combination of intelligences, even if one or more may be highlighted. For instance, concert pianists do not draw solely on musical intelligence to become accomplished in their field. They also must rely on interpersonal skills to connect to an audience or work with a manager, bodily-kinesthetic skills to develop manual dexterity, and intrapersonal ability to understand and express the meaning and feeling of a piece of music (Gardner, 1999b). 1.4.2 Kinds of Intelligence Michael (2000) asserted that there are many kinds of intelligences as:
- Bodily-kinesthetic intelligence allows individuals to use all or part of the body to create products or solve problem. Typical professions include athletes, dancers, and actors.
-Interpersonal intelligence enables individuals to recognize and make distinctions about felling and intentions. Typical professions include teachers, politicians, and sales people. -Naturalist intelligence allows people to distinguish among, classify, and use features of the environment. Typical professions include farmers, gardeners, and geologists. Based of previous kinds of intelligence the individuals apply those kinds of intelligences depend on the nature of their situations. Snyderman & Rothman (1988) mentioned in table 1. That there are important elements of intelligence and these elements is too important for individuals (generally) and for the students (specially) as mentioned in table 2. Table 2. Important Elements of Intelligence
In the following graph 1, we can notice the distribution for important elements of intelligence between the highest and the lowest elements percentage. 
Regarding to graph 1. the highest elements of intelligence is abstract thinking or reasoning 99.3% then problem-solving ability 97.7 %, then capacity to acquire knowledge 96 % ..etc, and the lowest element is achievement motivation 18.9 %. There is no doubt that there is relationship between social problems and intelligence, social problems are multidimensional, but one especially salient dimension is the perennial inequality associated with race and ethnicity. Inequality is manifest in marked differences between racial/ethnic groups in academic opportunity and attainment, occupational achievement, health, and physical safety. These differences are yoked to income inequalities. Among the wealthiest fifth of Americans, by annual income, White families have two to three times the representation of African American and Hispanic families. At the other end of the economic spectrum the pattern is reversed: African American and Hispanic families have more than double the representation of White families among the poorest fifth (U.S. Department of Commerce, 1997). To pinpoint the difficulty, it arises from the gap between the increasing complexity of problems faced by humanity and the human capacity to understand and solve those problems. That is, the origin and center of the world problematique is not "out there" in the world, but instead lies within. Its cause and solution are human and, substantially, cognitive. The Club of Rome Report invites the reader to lay aside assumptions about what constitutes a normal course of education, and to trade those in for "an entirely new enterprise" that recognizes the human mind as the key to both averting disaster and building a better world (Botkin, Elmandjra, & Malitza, 1979). The distinction between intelligence and intelligent behavior is important, in part, because there has been so much confusion in the literature on intelligence regarding contextual generality versus specificity of intelligence (Robert, 1997) to what extent is something that is intelligent in one cultural or sub-cultural context intelligent in another? Much of the confusion may stem from the confounding of intelligent thinking with intelligent behavior. Because the same mental processes may give rise to very different behaviors in different kinds of environmental contexts, tasks, and specific situations, the processes but not the behaviors may be common across environmental contexts. Among the core mental processes that may be key in any culture or other environmental context are (a) recognizing the existence of the problem, (b) defining the nature of the problem, (c) constructing a strategy to solve the problem, (d) mentally representing information about the problem, (e) allocating mental resources in solving the problem, (f) monitoring one's solution to the problem, and (g) evaluating one's solution to the problem (Sternberg, 1985). Yüklə 0,78 Mb. Dostları ilə paylaş:
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