Module 2
Theoretical Framework
Chapter 1 Conceptual Framework
1.4 Key competencies and emotional intelligence at school
The basic skills and emotional intelligence of the individual are the key content of lifelong learning according to the European spirit. These two goals are combined with knowledge, skills and attitudes, which are considered important for the completion and development of the individual, active participation in the community, social inclusion and employment and are interdisciplinary. They can therefore be cultivated through many teaching subjects and school activities.
As citizens of the 21st century, young people in Europe must have access to knowledge and interact with others in a digital world. Both on a personal and a professional level, they are called upon to take on many different roles, adapting to the characteristics of the modern world and capturing their own innovative ideas.
Therefore, the cultivation of basic skills and emotional intelligence is of the utmost importance, because mental development must be in balance with emotional development, but also because nowadays there is a growing concern for the mental health of children and adolescents.
However, the curricula of the current education system prepare students for their integration into the labor market by increasing individualism and competition instead of cooperation and solidarity. Of the functions of intelligence, greater importance is given to understanding and memory. Emotions and relationships are neglected. Νevertheless, there is growing evidence that emotional intelligence is closely associated with academic performance, and it helps students cultivate important life skills such as communication with others, personal responsibility, smooth conflict resolution and self-esteem, all of which are the foundation of life satisfaction and success.
It is therefore necessary for the School to change, as it is the main body of formation of this age group, given that in the Western world the family has shrunk both in terms of the number of its members and in terms of the time spent by all members together.
Developing emotional intelligence gives young people a sense of self-efficacy, support from family, school and friends. It enhances the ability to communicate effectively, to develop close and meaningful relationships, to adequately manage a variety of emotions, to properly resolve problems and conflicts. It strengthens self-esteem, fondness and sensitivity towards others, and the essential participation in the school process. The School is transformed into a harmonious community, a place where students feel respected, cared for, bonded with their classmates, teachers and even the School itself.
Cultivating emotions at school is a radical change. However, without the active participation of teachers with special education and the relevant training of the students, this is not possible. It takes perseverance and patience from all those involved and of course the support from the responsible authorities.
Teachers, like parents, are role models to children, so it is important to be positive role models or "emotional mentors." To achieve this, it is necessary to develop as much as possible their own emotional skills and to approach children with patience and respect, encouragement and a positive mood.
As citizens of the 21st century, young people in Europe must have access to knowledge and interact with others in a digital world. Both on a personal and a professional level, they are called upon to take on many different roles, adapting to the characteristics of the modern world and capturing their own innovative ideas.
Therefore, the cultivation of basic skills and emotional intelligence is of the utmost importance, because mental development must be in balance with emotional development, but also because nowadays there is a growing concern for the mental health of children and adolescents.
However, the curricula of the current education system prepare students for their integration into the labor market by increasing individualism and competition instead of cooperation and solidarity. Of the functions of intelligence, greater importance is given to understanding and memory. Emotions and relationships are neglected. Νevertheless, there is growing evidence that emotional intelligence is closely associated with academic performance, and it helps students cultivate important life skills such as communication with others, personal responsibility, smooth conflict resolution and self-esteem, all of which are the foundation of life satisfaction and success.
It is therefore necessary for the School to change, as it is the main body of formation of this age group, given that in the Western world the family has shrunk both in terms of the number of its members and in terms of the time spent by all members together.
Developing emotional intelligence gives young people a sense of self-efficacy, support from family, school and friends. It enhances the ability to communicate effectively, to develop close and meaningful relationships, to adequately manage a variety of emotions, to properly resolve problems and conflicts. It strengthens self-esteem, fondness and sensitivity towards others, and the essential participation in the school process. The School is transformed into a harmonious community, a place where students feel respected, cared for, bonded with their classmates, teachers and even the School itself.
Cultivating emotions at school is a radical change. However, without the active participation of teachers with special education and the relevant training of the students, this is not possible. It takes perseverance and patience from all those involved and of course the support from the responsible authorities.
Teachers, like parents, are role models to children, so it is important to be positive role models or "emotional mentors." To achieve this, it is necessary to develop as much as possible their own emotional skills and to approach children with patience and respect, encouragement and a positive mood.
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