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The term emotional literacy has often been used in parallel to, and sometimes interchangeably with, the term "emotional intelligence". However, there are important differences between the two. Emotional Literacy was noted as part of a project advocating humanistic education in the early 1970s.〔Lotecka, L. (1974) A project advocating humanistic education: An evaluation of its effect on public school teachers. Journal of Drug Education, 4(2), 141-149. Available at http://elguides.cc/AProject.pdf (accessed April 2013).〕 The term was used by Claude Steiner (1997) 〔Steiner, C. with Perry, P. (1997) Achieving Emotional Literacy. London: Bloomsbury.〕 who says: :Emotional Literacy is made up of ‘the ability to understand your emotions, the ability to listen to others and empathise with their emotions, and the ability to express emotions productively. To be emotionally literate is to be able to handle emotions in a way that improves your personal power and improves the quality of life around you. Emotional literacy improves relationships, creates loving possibilities between people, makes co-operative work possible, and facilitates the feeling of community.〔 Steiner, C. with Perry, P. (1997) Achieving Emotional Literacy. London: Bloomsbury.pp11〕 He breaks emotional literacy into 5 parts:
Having its roots in counseling, it is a social definition that has interactions between people at its heart. According to Steiner emotional literacy is about understanding your feelings and those of others to facilitate relationships, including using dialogue and self-control to avoid negative arguments. The ability to be aware and read other people’s feelings enables one to interact with them effectively so that powerful emotional situations can be handled in a skillful way. Steiner calls this "emotional interactivity". Steiner’s model of emotional literacy is therefore primarily about dealing constructively with the emotional difficulties we experience to build a sound future. He believes that personal power can be increased and relationships transformed. The emphasis is on the individual, and as such encourages one to look inward rather than to the social setting in which an individual operates. ==British context== In Britain the term ‘emotional literacy’ is often used and has developed, building on the work of Steiner and Goleman 〔Goleman, D. (1996) Emotional Intelligence. Why it can matter more than IQ. London: Bloomsbury.〕 as a social construction - as opposed to the more individualistic ‘emotional intelligence’ with the attempts to measure it as if emotions were measurable in a relatively rational way.〔Boler, M. (1999) Feeling power: emotions and education. New York: Routledge.〕〔Matthews, G., Zeidner, M. and Roberts, R. D. (2004) Emotional intelligence: science and myth. Cambridge, Mass: MIT Press〕〔Burman, E. (2009) Beyond 'emotional literacy' in feminist and educational research, British Educational Research Journal, 35(1): 137-155.〕 Educators did not like the way that ‘emotional intelligence’ focused so much on the individual and there were clear attempts to avoid the narrow EQ tests that were in use for two reasons: #The idea of an EQ test had resonance with discredited psychometric measures of intelligence such as IQ tests. #People were also concerned with the way that pupils could be subject to even more control through the introduction of emotional intelligence into the curriculum.〔〔〔Matthews, B. (2006) Engaging Education. Developing Emotional Literacy, Equity and Co-education. Buckingham: McGraw-Hill/Open University Press.〕〔Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education. London: Routledge〕 The National Curriculum in England and Wales emphasized a range of cognitive skills that were controlled through exams. Educators saw the need to expand the range of skills that pupils required and were also concerned with social inclusion. The Labour Government provided an overarching rationale for this with its promotion of well-being.〔DfCSF (2007) The Children's Plan: Building brighter futures. London: Department for Children, Schools and Families.〕〔DfCSF (2008) Indicators of a school’s contribution to well-being. London: Ofsted〕 However, when the Department of Children, Schools and Families developed a scheme for schools – called the Social and Emotional Aspects of Learning (SEAL) – it was based on Goleman’s definition of emotional intelligence.〔Goleman, D. (1996) Emotional Intelligence. Why it can matter more than IQ. London: Bloomsbury〕〔Department for Education and Skills (2007) Social and Emotional Aspects of Learning for secondary schools (SEAL) Introductory Guide. Ref: 00043-2007DWO-EN-04 London: HMSO.〕 Hence any distinctions between the terms emotional intelligence and emotional literacy were blurred. Even so, key educators in Britain continued to use the term emotional literacy. Emotional literacy took on an aspect that was concern with personal growth. For example, the importance of developing relationships is, to a degree, in Weare’s definition:
Similarly, the organization Antidote 〔Antidote (2010) Definition of Emotional Literacy. Available at http://www.antidote.org.uk/learning/about.php (accessed April 2010).〕 defined emotional literacy as:
These definitions acknowledge both the individual and other people and so inter-personal relationships and the need for dialogue are included. Sharp 〔Sharp, P. (2001) Nurturing Emotional Literacy. London: David Fulton.〕 has taken a broad approach to emotional literacy in a Local Education Authority (LEA) where he considers its development is important for teachers as well as pupils. However, there was still an underlying assumption about the individual and how they develop as if they were culturally isolated and separate from factors such as religion and gender.〔 Also, the development of emotional literacy was justified by arguing that its introduction would help to improve other factors such as behavior, attendance and academic achievement. Boler 〔 researched four of the emotional programs in America. She pointed out that the programs tended to view pupils as individuals who are in need of development through enabling them to control their impulses. This can mean that pupils are to become responsible for their own control and that other social factors can be ignored. It is possible that these programs can open the way for greater control of pupils with even their emotions being assessed. On the one hand the development of emotional literacy programs can be seen as progressive, but on the other the focus seems quite inward, as there is little reference leading to any broader concept of social and political reform.〔 In the same way that Goleman 〔 discusses emotional intelligence educational programs, emotional literacy programs can also be more about coping with the social and political status quo in a caring, interactive and emotionally supportive environment than with any systematic attempt to move beyond it to social improvement. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Emotional literacy」の詳細全文を読む スポンサード リンク
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