Tella on motional Intelligence 告诉情商.docVIP

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Tella on motional Intelligence 告诉情商

Interview of Professor Seppo Tella for the Comenius 2.1 project LETHE, Learning Through Emotions Question 1: What role does EI play in educational process in your country from your point of view? Of course, it is OK to separate emotions from intelligence and therefore to call them by different names. However, I think this leads us to differentiate between motivation and volition, that is, the latter referring to the state of will preceding the decision to do something. And what we know thanks to brain research, and what I also say myself, is that emotions make up the basis of EI. When the limbic system, emotions and so on, can be included, the human being is more receptive and is able to adopt and to learn more. Emotional intelligence at its best enhances the level of motivation. My own stand is, however, that we cannot motivate, it’s not possible for us to motivate others. We can activate other people, but motivation does not occur in such a way, as it is an internal process. But, instead, we may influence how things advance by paying attention to volition, to a state of will. There has been a lot of discussion about emotions and about the limbic system. As early as 1980 I spoke myself about the limbic system as suggestopaedia was introduced to Finnish teachers. You see, just that the paleomammalian part of our brain, below the neocortex, contains emotions and is at least 1.5 million years old, or perhaps even more. And then there is also that reptilian part of our brain, which regulates breathing, hunting and, among other things, the protection of one’s territory. Emotions advance from the limbic system to the neocortex, but never the other way round. This is just the most important thing regarding what we speak about here. Emotions rule over rational thinking, emotion comes before intellect. Intelligence is certainly needed in the Western society. I am afraid we don’t manage with sheer emotions in our educational system. So, if a problem met by a child, for i

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