Emotional Component of Competence Oriented Education
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 58, Issue
Abstract
The article is devoted to highlighting the essence and significance of emotional intelligence in the structure of competence-oriented education. The expediency of the development of the emotional sphere of the individual, the interrelation and mutual influence of intellect and affect in social and pedagogical aspects, is justified referring to the studies of L.S. Vygotsky on the unity of intellect and affect at all levels of human development and his conclusions that this relationship is dynamic, and each stage of development of thinking corresponds to its level of development of affect, as well as the scientific findings of D. Goleman that for successful activity it is necessary to possess not only a high level of knowledge and mental development, but also abilities related to understanding and managing emotions. ^ot only the fact of existence of the phenomenon of "emotional intelligence" is justified, but also the possibility of its development as an essential factor of a person’s successful activity at different age stages of his life by creating the necessary conditions for the implementation of this process. It is shown that native and foreign scientists all over the world have already proved that success at any age and in any business largely depends on the level of development of emotional intelligence, because it is what determines the nature and level of human perception of the world, events, certain people, and also reactions to everything that affects his actions. It is shown at every stage, in particular, school development (junior, middle, senior school age), the process of development of emotional intelligence goes on increasing and at the senior school age can reach such a level that after graduation will contribute to the successful continuation of education, the organization of tolerant communication with new people in new social conditions. At the same time it is proved that on this path a person must inevitably learn to overcome a number of contradictions, the most serious among which are, for example, the contradictions between a high level of intelligence and low indicators of a person’s success; between the traditional interpretation of the importance of the intellectual capabilities of man and the underestimation of the significance of his emotional state; between the external evaluation of the importance of emotional intelligence in a person’s life and the self-evaluation of the influence of emotional intelligence on making constructive decisions; between the awareness of the need to develop emotional intelligence in the school age and the lack of proper attention among the participants in the educational and upbringing process to its development among students, etc. It is shown that the resolution of the above contradictions depends not only on the availability of objective factors, but also on the creation of psychological and pedagogical conditions in an educational institution for the implementation of this process.
Authors and Affiliations
В. В. ЗАРИЦЬКА, О. С. КОЗАРИК
Keywords
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