Emotional education: from research to grounded practice

Abstract

Emotions are a complex response of the organism in which the influence of the environment plays a very important role in the way of experiencing, regulating and sharing them. Since ancient times and for centuries, there has been talk of passions, with a clearly negative connotation. It was not until the 19th century that the concept of emotion was introduced as it is currently understood, with the intention of enabling scientific research on this construct. Among the first researchers to stand out were Darwin and William James. With the preponderance of behaviorism in the 20th century, emotions were cut off from research. Towards the end of the century, however, an “emotional revolution” emerged that was manifested in theories about emotions, emotional intelligence, neuroscience, positive psychology, etc. All of these are solid foundations for emotional education, understood as an innovation aimed at improving educational quality. It is now necessary to raise the awareness of the importance of emotional education on the part of teaching staff, the public administration and society in general, and on this basis students should be trained in emotional competences. There is evidence that this can improve coexistence, performance and well-being.

Keywords: Emotional education, emotional competences, emotional intelligence, emotion, passion.