THE PSYCHOLOGISATION OF EDUCATION: EDUCATIONAL IMPLICATIONS OF EMOTIONAL INTELLIGENCE AND POSITIVE PSYCHOLOGY
DOI:
https://doi.org/10.5944/educxx1.20200Keywords:
Foundations of education, Ethics, Emotional Intelligence, Well-being.Abstract
Nowadays, psychologically grounded theories, especially emotional intelligence and positive psychology, lead both practice and reasoning in education.However, such leadership has been scarcely analyzed within the parameters of Educational Theory, which normatively reflects upon the aims of education.
Taking the British Educational Theory studies as a starting point, the
present paper aims to analyze the implications of psychological theories in
education. In the first section, the bases of emotional intelligence and positive psychology are described and some examples of their implementation in education are also provided. In the second section, a pedagogical analysis is carried out by restricting two essential aspects of education: the subjects and the relationships. On the one hand, the restriction of the educational subjects is caused by a limited view of the subjects’ potential, their emotional experience and their own reasoning. On the other hand, the restriction of the educational relationship is carried out by its transformation into a communicative relationship, in which the discourse is replaced by the action. The conclusion is that education has a distinctive character and is therefore different from psychology. Even though it must take into account the knowledge provided by psychology, education must also preserve its distinctive character. It should be based on a confident view of the potential of the subjects who are being educated and on their pursuit of the good in their relationship with the world around them and with others. Likewise, the educational relationship must be based on the educator’s intentionality and on action instead of speech.
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