El cultivo inteligente de las emociones morales en la adolescencia.

Rafael Bisquerra Alzina; Èlia López Cassà

doi:10.22550/REP79-1-2021-09

Authors

Rafael Bisquerra Alzina Universidad de Barcelona.
Èlia López Cassà Universidad de Barcelona.

DOI:

https://doi.org/10.22550/REP79-1-2021-09

Keywords:

emotional education, emotional intelligence, emotional competences, moral emotions, secondary education, moral education, values education, adolescence

Abstract

This article examines the relationship between emotional intelligence, emotional competence, and emotional education, with special reference to moral emotions applied to secondary education. Emotional education is a continuous and permanent educational process that occurs throughout life with the objective of developing emotional competences. Emotional intelligence in education is the foundation of these competences. There is currently abundant evidence for the benefits for students of emotional education. Its most notable effects include improved ethical and moral behaviour, the development of prosocial behaviours, and improved emotional competences, resulting in improved coexistence and well-being. Emotional education can address a multitude of topics, including emotional awareness and regulation, emotional autonomy, self-esteem, self-motivation, social skills, assertiveness, empathy, life skills, well being, etc. This work focuses on moral emotions and values as an important aspect of education in adolescence. Adolescence is a developmental stage with significant changes and instability in moods that justifies the need to develop emotional intelligence in the educational field, specifically the education of moral emotions. Therefore, this work offers practical considerations for inclusion in the secondary education stage where the figure of the teacher has a key role as a model and educational reference.

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Author Biographies

Rafael Bisquerra Alzina, Universidad de Barcelona.

has a PhD in Educational Sciences from the Universidad de Barcelona (UB). Professor and Director of the Emotional Education and Well-Being postgraduate programme at the UB. Chair of the International Emotional Education and Well-Being Network (RIEEB). Founder and first director of the Educational Psychology Orientation Research Group (GROP). His publications include: Psicopedagogía de las emociones [Educational psychology of emotions] (2009), La inteligencia emocional en la educación [Emotional intelligence in education] (2015), or Competencias emocionales para un cambio de paradigma en educación [Emotional competences for a change of paradigm in education] (2019). https://orcid.org/0000-0002-2264-0653

Èlia López Cassà, Universidad de Barcelona.

has a PhD in Educational Sciences from the Universidad de Barcelona (UB). She is an Assistant Professor in the Department of Teaching and Educational Organisation at the UB and an active member of the GROP, Coordinator of the “Emotional education” work group at the UB’s Institute of Professional Development (IDP) and a member of the RIEEB. Her publications include: Educación emocional. Programa 3-6 años [Emotional education: Programme for ages 3-6] (2007, last updated in 2019), Educación emocional: propuestas para educadores y familias [Emotional education: Proposals for educators and families] (2011), or Educación emocional. 50 preguntas y respuestas [Emotional education: 50 questions and answers] (2020). https://orcid.org/0000-0003-3870-8533

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