Does the biological aspect affect the Emotional Intelligence?
There are various schools of thought concerning the biological aspect and the
Emotional Intelligence (EI). Some researchers have found no evidence, others have found no significant evidence, and others have found evidence that the biological aspects in a human being do affect the EI. For the purpose of this research, the focus will be on the evidence found, that the biological aspect affects the EI. II.
To be on the same frame of thought, the definitions of biology and EI will be
presented. These are as follows:
Biology is the physical organism
Emotional Intelligence is the psychological part where part of the
biological organism (brain) interacts with the rest of the body and there is the ability to understand yourself and others (Goleman, 1995; Cherniss & Adler, 2000; Cognitive and Emotional Health: The Healthy Brain Workshop, 2001). Given these definitions then it may be extrapolated that the brain is the organism that within the body signals to the senses: smell, touch, sight, audio, taste, and perception (known as the sixth sense). III.
It would be superfluous to mention that the Intellectual Quotient (IQ) is an
instrument to measure the individual’s ability to learn and to identify the individual’s degree of intelligence. In the mid sixties, the first term of EI appeared in a German publication, written by Leuner, where he discussed women who rejected their social roles by being separated by their mothers at an early age (Clark, 2004). Clark also reports on Payne in 1986 writing about EI in his doctoral dissertation in English. Payne
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advocated that EI should be introduced in the schools by “liberating emotional experience through therapy. Winkowski (2003) contends that education should not focus on the academic abilities but that it should be as a means to cope in life. Clark (2004) also states that Jack Mayer, Peter Salovey, and David Caruso among others researched the EI topic as well. According to Clark, it was Daniel Goleman who made it popular in the late 90s. He reiterates that intelligence is difficult to define and a need to develop a measuring scale was imperative. This would lead to ranking people on an emotional scale versus and intelligence scale. He posits that researchers (Goleman, Reuven Bar-On, Mayer, Salovey, Caruso, and Gardner) have four definitions of EI they seem to approach EI from three different perspectives. These are the following: “1.
Biological – emotions are used to make intelligent decisions
Symbol – the ability to recognize and express emotions in yourself and others
Knowledge – emotional management”.
With a high IQ, the person is able to solve problems from the abstract to the concrete stages. The individual may have a high IQ and have a high EI, thus making the individual capable of solving abstract problems while at the same time the individual is capable of being sensitive to the needs of others and interact with others in a successful manner. This makes the individual a holistic human being. Whereas, if the individual only has a high IQ and a low EI this would mean that the individual has the necessary intelligence to solve problems but the human aspect is hindered, not allowing a person to have successful and agreeable interactions with others (Science and Nature, 2004). If, however, the individual scored low on the IQ instrument of measurement and high in the EI instrument of measurement, this would make the individual a likeable person but have difficulties in solving high ranking problems making it difficult to solve them.
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Science and Nature (2004) contend that a combination of high intellectual intelligence and low emotional intelligence is relatively rare, and a...