Where does the IDEA of EI come from?
In 1995, Daniel Goleman published a book called “Emotional Intelligence: Why It Can Matter More Than IQ” and literally overnight made the topic of EI one of the hottest buzzwords in corporate world. Even though it might look like Daniel Goleman was the one who brought the concept of EI to the world, the research clearly indicates that the raw concepts of EI have been around for centuries, much longer then the popular IQ of Alfred Binet.
Actually, in spite of wide popularity of the first ‘IQ intelligence’ tests developed in early 1900s by Alfred Binet and Lewis Terman (tests that focused on measuring cognitive aspects such as problem-solving and utilization of memory), researchers quickly realized that non-cognitive aspects of intelligence are also important. Interestingly, this notion was also supported by Alfred Binet himself who suggested that “intelligence is far too broad a concept to be quantified with a single number”, indicating that his IQ tests have obvious limitations ...
Actually, in spite of wide popularity of the first ‘IQ intelligence’ tests developed in early 1900s by Alfred Binet and Lewis Terman (tests that focused on measuring cognitive aspects such as problem-solving and utilization of memory), researchers quickly realized that non-cognitive aspects of intelligence are also important. Interestingly, this notion was also supported by Alfred Binet himself who suggested that “intelligence is far too broad a concept to be quantified with a single number”, indicating that his IQ tests have obvious limitations ...
Here are some of the past and today thinkers that contributed to the idea
of Emotional Intelligence
of Emotional Intelligence
Spinoza (1677) stated that cognition can be measured by combining emotion and intellect - speaking of three kinds of cognition: emotional, intellectual, and a kind of intuition
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Darwin (1859) saw the importance of emotional expression for survival and adaptation. He believed that emotions are external expressions of internal feelings and that humans and animals outwardly manifested feelings in a similar ways
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Thorndike (1920) introduced 'social intelligence' (SI) and stated that SI consists of emotional and motivational intelligence
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Doll (1935) focused on describing, defining and assessing socially competent behavior 'Social Competence' - introduced the first instrument to measure socially intelligent behavior in young children
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Wechsler (1940) referred to 'non-intellective' as well as 'intellective' elements. In his view, intelligence is influenced by intellective and personality traits and other non-intellective components, such as affective, social and personal factors (e.g. anxiety, persistence and goal awareness). In 1943, Wechsler proposes that the non-intellective abilities are essential for predicting ones ability to succeed in life, but at the same time, he claims that no amount of drive could compensate for presence of basic intellective factors.
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Hemphill in 1940s suggested that "Consideration" is an important aspect of effective leadership. The same research showed that leaders who are able to establish mutual trust, respect, and a certain warmth and rapport with members of their group will be more effective
Leeper (1948) promoted the idea of ‘emotional thought’ that supports logical thinking
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Magnuss and Woodward (1949) focused on the role of 'Emotional factors' in scholastic success
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In 1958, Wechsler claimed that intelligence is "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment". Wechsler did not see intelligence as a single measurable component but rather as a multifaceted aggregate - seeing emotional intelligence as part of personality development
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Mower (1960) claimed that
Emotions are higher order of intelligence
Emotions are higher order of intelligence
Lum (1960) claimed that besides IQ, motivation and self sufficiency is needed in order to succeed in academia
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Tomkins (1962) stated that
"Out of the marriage of reason with affect there issues clarity with passion. Reason without affect would be impotent, affect without reason would be blind" |
Leuner (1966) was first to use the term Emotional Intelligence (EI). It appeared in the German publication 'Praxis der Kinderpsychologie und KinderpsychiatrieIn'. Article regarding adult women who, according to Leaner, reject their social roles as a consequence of their low emotional intelligence
Seligman/Maier (1967) described 'Learned Helplessness', the view that clinical depression and related mental illnesses may result from a perceived absence of control over the outcome of a situation.
Sifneos (1973) stated that Alexithymia is a personality trait that places individuals at risk for other medical and psychiatric disorders. As a cognitive-affective deficit, it brings difficulty identifying feelings and distinguishing between feelings and the bodily sensations of emotional arousal; and difficulty describing feelings to other people
Sharma (1977/1981) highlighted the limitations of cognitive functions in academic achievement, investigating the role of self-concept, motivation and adjustment / non-intellectual and personality factors
Gardner (1980) introduced 'Multiple intelligence' (Intra and Interpersonal intelligence - aspects of social intelligence that have been included in EI in a form of self-awareness, empathy, and handling relationships)
Gardner (1983) introduced 'Personal Intelligences'
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Bagby and Taylor (1985) brought forth 20-item Alexithymia. Self-Report and Observer measures
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Bar-On (1985, 1997) brought forth EQ ‘Emotional Quotient’. Bar-On believed that he had found a partial answer in what he called a person’s Emotional Quotient (EQ), parallel to the notion of Intelligence Quotient (IQ). According to Bar-On, emotional intelligence is “array of non-cognitive capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures.”
Cantor and Kihlstrom (1987) highlighted goal setting as part of motivational intelligence
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Saarni (1989) introduced Emotional Competency and its development
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Mayer and Salovey (1990) defined Emotional Intelligence as
"the ability to monitor one’s own emotions and other’s emotions, to discriminate among them and to use the information to guide one’s thinking and actions. The ability to perceive accurately, appraise and express emotions; ability to generate feelings, when they facilitate thought; ability to understand emotions and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth."
"the ability to monitor one’s own emotions and other’s emotions, to discriminate among them and to use the information to guide one’s thinking and actions. The ability to perceive accurately, appraise and express emotions; ability to generate feelings, when they facilitate thought; ability to understand emotions and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth."
Sternberg (1993) mentioned that practical intelligence is needed in order to function intelligently in everyday life. His theory consisted of three parts: intelligence and the internal world of the individual; intelligence and experience; and adaptation to the environment. Sternberg’s theory included the concept of practical intelligence that is dependent on acquired ‘tacit knowledge’. Tacit knowledge basically knows ‘what to do in a given situation’ and comes as a result of day-to-day practical experiences.
Stenberg believed that intelligence is more then just IQ, it consists of social, practical as well as the emotional aspects - all of which are largely acquired in life
Stenberg believed that intelligence is more then just IQ, it consists of social, practical as well as the emotional aspects - all of which are largely acquired in life
Assmann (1994) highlighted the difference between wisdom and pure intellectual knowledge
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Schulman (1995) Martin Seligman has developed a construct called 'Learned Optimism' - When confronted with failure or setbacks, optimists tend to make specific, temporary, external causal attributions while pessimists make global, permanent, internal attributions
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Dulewicz & Higgs (1996) mentioned IQ, EQ, MQ (Managerial Competence)
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Saarni (1997) highlighted the need for self-efficacy and emotions in social interactions
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Freedman (1997) developed EI model based on three important pursuits - Know Yourself, Choose Yourself, Give Yourself
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Goleman (1995-1998) re-introduced emotional competency. He defined emotional intelligence as
“the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships".
“the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships".
According to Goleman (1998) emotional intelligence is not just one ability or mental component rather it is made up of a number of skills that underlie our personal and social competence. While personal competence subsumes as understanding, awareness and management of our own self, it is through the level of our social competence that we negotiate, conduct and manage our relations with other people
LeDoux (1998) discovered that emotional brain can be one step ahead of neo-cortex (thinking brain)
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Mayer and Cobb (2000) mentioned the ability to process emotional information. Perception, assimilation, understanding and managing of emotions
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Dann (2001) focused on 'Emotional fitness'
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Singh and Chadha (2003) mentioned Emotional competence, Emotional maturity and Emotional sensitivity
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Boyatzis/McKee (2005) stated that 'Resonant Leadership' brings experiences of mindfulness, hope, compassion, and fun - all of which start the process of renewal - leading unto enhanced cognitive and emotional functioning of individuals and teams
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Forgas (2006) wrote about Affect - explaining how mild feeling shifts influence memory recall, behavior and judgment
Goleman (2006/7) published on the topic of 'Social Intelligence' - indicating that we are wired to connect to one another - and that our emotions are contagious
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Pearson & Portal (2009) highlighted the costs of incivility, bad behavior, at work
Gilbert (2009) published a book called 'The Compassionate Mind' - highligting the importance of affection in our lives
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Albrecht (2009) wrote about the influence of EI on Customer Value Management
Seligman (2011) highlighted the importance of 'Flourishing' - focusing on positive psychology
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Chained (2012) stated that in order to achieve our full potential as an individual or as a team - we need to have 'Positive intelligence' - highlighting that we reach our full potential only when we develop mastery over our mind (feelings and thoughts)
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Spreitzer, Porath, Gibson (2012) outlined how thriving (passion and growth) at work leads unto human sustainability
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Fredrickson (2013) explained how we can find happiness and health in moments of social connection
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Goleman (2013) stated that Focus is the hidden driver of performance
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