EmotionalIntelligenceImplicationsforEducationalPractice.pdfVIP

Educational Research Journal {~1[ -Bfit*:￥10, Vol. 17, No.2, Winter 2002 ? Hong Kong Educational Research Association Emotional Intelligence: Implications for Educational Practice in Schools David W. Chan Department of Educational Psychology The Chinese University of Hong Kong With the growing interest in the concept of emotional intelligence, an overview was provided through exploring the emergence ofthe concept in Western thought, the precursors to emotional intelligence in the context of nontraditional views of intelligence, and the recent theorizing by Mayer and Salovey and by Goleman. Educational implications for the development of social and emotional learning programs are discussed to provide insights into the realization of whole-person development in recent education reform in Hong Kong. Key words: emotional intelligence; social and emotional learning; whole? person development Correspondence concerning this article should be addressed to David W. Chan, Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong, Shatin, N. T., Hong Kong. E-mail: davidchan@cuhk. edu.hk 184 David W Chan In recent years, amid incessant waves of education reform and curriculum changes in Hong Kong, there is a call for a return to endorsing the age-old educational beliefs in promoting students lifelong learning and all-round development in domains of de, zhi, ti, qun, and mei (ethics, intellect, physique, social skills, and esthetics) (see Curriculum Development Council, 2001; Education Commission, 2000). While the notion of a balanced or whole? person development is always the guiding principle in education among the Chinese, educators in Hong Kong have for decades been puzzled as to how best to meet students learning and social-emotional needs and promote their whole-person development in cognitive and noncognitive areas. Interestingly,