ERIC Number: EJ1219473
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1744-9642
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"Éducation Sentimentale"? Rethinking Emotional Intelligence with Michel Henry: From Incarnation to Education
Koopal, Wiebe; Vlieghe, Joris
Ethics and Education, v14 n3 p367-382 2019
In this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry's phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance "of emotion" to a more original incarnate affectivity "within intelligence," understood as lived sense-making. We claim that this "ontological" and "ontogenetic" perspective on emotion puts it at the heart of education. Yet only because it evokes an understanding of education which is expressly non-functionalist: a disruptive, even dreadful event that marks the threshold and tension between what Henry terms Life (interiority) and World (exteriority). More than simply learning us to manage our emotions or recognize the value of experiences, emotional intelligence is about the very making of World "out of Life," a Life that is at once radically subjective and communal.
Descriptors: Emotional Intelligence, Teaching Methods, Educational Environment, Phenomenology, Educational Philosophy, Psychological Patterns, Metacognition, Emotional Response
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A