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    Emoticon Intelligence or Emotional Intelligence?: by Mary Ann Manos

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    The document discusses how Daniel Goleman's work on emotional intelligence remains relevant today, even as communication technologies have changed how people interact. It argues that developing emotional intelligence at a young age is important for children's social and emotional development, especially as they spend more time engaged with digital technologies and social media.

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    Emoticon Intelligence or Emotional Intelligence?: by Mary Ann Manos

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    Engin Ozsahin
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    The document discusses how Daniel Goleman's work on emotional intelligence remains relevant today, even as communication technologies have changed how people interact. It argues that developing emotional intelligence at a young age is important for children's social and emotional development, especially as they spend more time engaged with digital technologies and social media.

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    The document discusses how Daniel Goleman's work on emotional intelligence remains relevant today, even as communication technologies have changed how people interact. It argues that developing emotional intelligence at a young age is important for children's social and emotional development, especially as they spend more time engaged with digital technologies and social media.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    24 views2 pages

    Emoticon Intelligence or Emotional Intelligence?: by Mary Ann Manos

    Uploaded by

    Engin Ozsahin
    The document discusses how Daniel Goleman's work on emotional intelligence remains relevant today, even as communication technologies have changed how people interact. It argues that developing emotional intelligence at a young age is important for children's social and emotional development, especially as they spend more time engaged with digital technologies and social media.

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    About Books

    Emoticon Intelligence or Emotional Intelligence?

    aniel Golemans 1995 bestseller Emotional Intelligence: Why It Can Matter More Than IQ remains a
    foundation for theories about social cognition. His argument that affective competence fuels lifelong achievement
    still holds relevance. After all, face-to-face communication
    helps make a society healthy. But in the 17 years since Golemans seminal book, digital innovations such as social media,
    blogs, text messages, webcams, Facebook, Twitter, and Skype
    have come to the fore as modes of expression, and the newest
    generation prefers them to sharing in person. One result is a
    lack of accountability, an especial danger for children and
    young people. In the waning of responsibility via the freedom
    of the keyboard, how should the emotional intelligence quotient (EQ) apply to this impressionable demographic?
    Goleman considers empathy as the headwaters for interpersonal success. The sensitivity, mindfulness and
    responsiveness inherent in empathy build rapport, and the
    goodwill gained through EQ assists in the development of
    a network of trusted peers. The facility to forge these constructive relationships, thus, may be more important than
    individual IQ, he posits. The single most important element in group intelligence, it turns out, is not the average
    IQ in the academic sense, but rather in
    terms of emotional intelligence, Goleman writes. The key to a high group
    IQ is social harmony. Since being part
    of a team is based on complex abilities
    of organizing, negotiating and making
    connections, the learning of EQ begins
    at home and school.
    He urges parents to raise children who
    know how to attend to others. The impact on children of such parenting is
    extraordinarily sweeping, Goleman conDaniel Goleman
    tends. Parental willingness to show and
    teach empathy helps ensure that children
    become socially adept by being able to
    understand verbal and nonverbal cues; the critical window for
    learning to mesh language with body language spans ages 2-10, he
    explains the time frame when children typically begin acclimation to digital technology. Children who do not possess the
    rudiments of EQ are often considered strange by peers who, made
    uncomfortable, may criticize, ignore or shun them. These illequipped children, starving for positive reinforcement or any
    attention at all, can spiral into aggression and become bullies,
    cyber or actual, since they read people incorrectly, Goleman
    suggests. Given that texting and tweeting, not to mention surfing
    the Web or posting a blog, are by definition at a remove from literal encounters, the importance of establishing EQ at an early age
    cannot be overstated.
    Because educators guide students in social interaction up to
    eight hours a day (or more), schools also play a key role in fostering EQ. Goleman draws on troubling statistics about children
    from the early 1990s that necessitated such pedagogy and that
    have only amplified since then: school shootings, early motherhood, risky sex, mental disturbance. He also references lesson
    plans, afterschool programs and weekly classes that counteract
    bullying, promote inclusion, and address depression, for instance,
    and describes the advantageous influence of friendship coaches
    in and out of the classroom. These instructional strategies, all
    about EQ and accountability, surely become even more imperative
    today since children age 8-18 spend in excess of seven-and-a-half
    hours using entertainment media across a typical day, like smart
    phones and computers, according to the news release about Gen26

    Spring 2012

    eration M2: Media in


    the Lives of 8- to
    18-Year-Olds, a
    January 2010 study
    by the Kaiser Family
    Foundation. And
    because they spend
    so much of that time
    media multitasking
    (using more than
    one medium at a
    time), the news release continues,
    they actually manage to pack a total of
    10 hours and 45
    minutes worth of
    media content into
    those seven-and-ahalf hours.
    Indeed, since
    publication of Emotional Intelligence in
    1995, personal technology and social
    media have redirected the flow of
    communication in
    many disturbing directions. For
    instance, one-third
    of high school teens
    send more than 100 texts a day and half send at least 50, with
    three-quarters of 12- to 17-year-olds owning cell phones, reports
    Stephanie Goldberg for CNN.com in an April 2010 article summarizing a study by Pew Research Centers Internet & American
    Life Project. (Adolescents deem email too slow, too formal.)
    They like to communicate with invisible friends even if visible
    ones sit a few feet away. And text messages, plus instant messages and tweets, undercut the quality of communication ipso facto
    because of their very brevity. Also, relationships, real or virtual,
    are often begun, lived out and broken online. And friends are
    pictures in tiny squares on a digital wall. Teens age 13-16, the
    fastest-growing social media demographic, average 450 friends
    in social networks; that number more than doubles by the time
    theyre 22, and then decreases exponentially over the decades, according to The Daily (U.K.) Mail in a May 2011 article on this
    cyber friend trend. Accountability and EQ can suffer in such an
    amassment. As they can when a blogger adopts a persona and
    when cyber communication is conveyed anonymously.
    What do we lose by not dealing with each other in person? Accountability and EQ. Isolation may set in, and emoticons are poor
    substitutes for empathy. Goleman, in Emotional Intelligence, did
    not foresee cyber bullying and stalking, Internet predators and addiction. Or did he?
    Mary Ann Manos (Bradley University) is the
    superintendent of the Hartsburg-Emden (Ill.) School
    District and a 30-year veteran of elementary through
    university classrooms. A former ethics columnist for this
    magazine, she earned degrees from Malone University
    (B.S., education), University of Mary Hardin-Baylor (M.Ed.),
    and University of Texas at Austin (Ph.D., curriculum and
    instruction) and did postdoctoral work in superintendency
    at Illinois State University. Email her at [email protected].

    Daniel Goleman photo: Paul Shoul

    By Mary Ann Manos

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