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INTELLIGENCE OF TEACHER-TRAINEES
(Experimental Study Done at M.Ed. Level, 2007-08)
Neha Shivhare Prof. Rama Rani Sharma
Investigator, Research Scholar Professor
Faculty of Education Faculty of Education
Dayalbagh Educational Institute Dayalbagh Educational Institute
(Deemed University) Agra, India (Deemed University) Agra, India
ABSTRACT
It is beyond doubt that spiritual science of consciousness broadens the outlook of a
person towards life and the whole creation. Since our emotions seem to be associated
with our consciousness and this is what makes human beings different from computer
systems it will not be an exaggeration to expect positive effect of interactive lectures
on science of consciousness on emotional intelligence which plays a dominant role in
our lives and also maintains mental health. The present empirical study was done with
the aim of finding the effect of science of consciousness on emotional intelligence of
teacher-trainees. In this study single group pretest-posttest pre- experimental design
was followed. The sample consisting of forty-one teacher-trainees of DEI, Agra was
selected using purposive sampling method. The pre-test post-test data was collected
using Emotional Intelligence Scale prepared by Anukool Hyde, Sanjyon Pethe and
Upinder Dhar. Statistical comparisons using the t-test revealed that lectures on science
of consciousness resulted in significant increase in emotional intelligence of teacher-
trainees.
INTRODUCTION
Today in the world when we stop for a moment and see all around, we find suffering,
pain, disorder, war, disharmony, distrust, feeling of insecurity and conflict galore.
There is enormous selfishness present in human beings which leads to all kinds of
miseries and ills in society. We have become narrow minded and self centered to the
extent that we do not hesitate to torture others for the sake of our happiness.
On analyzing the present scenario we can say that all this is due to undeveloped
psychic aspect of human beings today which has led to a lack of emotional
intelligence in them. Teachers being a part of society are also negatively influenced by
all this. Hardly a day goes by without news’ stories featuring teachers’ misbehavior,
harassing of students, teachers’ indulgence in aversive acts of brutally beating their
students, unsympathetic attitude, lack of dedication towards job etc. Teachers’ flaws
are reflected back in their students and ultimately in society thus continuing the
vicious cycle. In order to snap this cycle it is utmost important to develop emotional
intelligence of teacher trainees so that they can self regulate their feelings and
contemplate broadmindedly on various issues of life. This will not only help in
improving the education system but also in reforming society.
According to Henry Adams –“A parent gives life but as a parent he gives no more, a
murderer takes life but his deeds stop there. A teacher effects eternity, he can never
tell where his influence stops.”
Developing emotional intelligence of teacher- trainees will result in developing skills
and attitudes which will allow them to develop empathy with their students who will
become leaders of tomorrow. In a context in which the teacher’s role in fostering
active citizenship is being affirmed (Teaching Council, 2006), the capacity of teachers
to be 'emotional workers' is central to their capacity to engage in development of
education. The National Curriculum Framework (2000) has also given importance to
spiritual quotient (SQ) along with intelligence quotient (IQ) and emotional quotient
(EQ) for all round development. The explosive growth in the body of knowledge
about how the brain works has captured the interest and imagination of educators and
the general public (Sylwester, 1994). Researchers are learning, at an unprecedented
rate, about how the brain processes, stores, and retrieves information. During the
1990's, brain research exploded into dozens of subdisciplines, such as multiple
intelligence. The book Emotional Intelligence by Daniel Goleman (1995) brought to
the public’s attention the importance of our emotional lives (Jensen, 1998). Emotional
quotient comprises various related components that strengthen emotional intelligence
and give desired outcomes. These are described in the table below:
TABLE 1
Even researches have shown that intelligence quotient is not a guarantee of success in
life. Today one needs a high IQ plus a high emotional quotient to ensure development
as a WHOLE PERSON. A teacher who lacks emotional intelligence can never do
justice with teaching profession.
Spiritual experience implies the existence of an emotional relationship with the divine
or personal object of one’s worship and devotions called God, The process of personal
devotions, prayer, prayerful meditation and religious fervor and experience also
utilizes the same attachment elements that help create new neural pathways
responsible for emotional modulation and mastery (Siegel, 1999). Self regulation,
which is seen as fundamentally emotion regulation, is the essence of spiritual
development. An early habit of prayer and prayerful meditation accelerates the
person’s ability for emotional regulation. Emotional regulation is at the heart of
effective character development and education, self restraint, self mastery and
development of divine virtues.
The love relation with the creator infuses the world of existence with an emotional
charge. Albert Einstein refers to this emotional experience of the mystical nature as
follows: “The most beautiful and profound emotion we can experience is the
sensation of the mystical. It is the sower of all true science. He to whom this emotion
is a stranger, who can no longer wonder and stand rapt in awe, is as good as dead. To
know that what is impenetrable to us really exists, manifesting itself as the highest
wisdom and the most radiant beauty, which our dull faculties can comprehend only in
their primitive form—this knowledge, this feeling, is at the center of true religion.”
(Albert Einstein, quoted in The Enlightened Mind, an Anthology of Sacred Prose,
edited by Stephen Mitchell p. 191).
2 Cindy Akers, 2003 Critical Curricular Needs It is essential that subsequent research be
Texas Tech Of Emotional conducted that involves stakeholders in the
University Intelligence in development of a consensus of the age-
Agricultural Education appropriate fundamental and powerful concepts
associated with the specific constructs of
emotional intelligence.
3 John Smythies 2003 Space, Time and Consciousness may have its own space–time
Consciousness system and its own system of ontologically
independent and spatiotemporally
organized events.
4 Keyvan Geula, 2004 Emotional Intelligence An integrated education will enable the
M.S., Marriage, and Spiritual students to connect through shared emotional
Family, & Child Development experiences and to reach their full potential as
Counselor the images of their higher selves, the divine.
.
6 Mohit Saxena 2004-05 A Study of relationship of Relationship between EQ and academic
EQ and academic achievement is high and positive.
achievement of pupil
teachers
7 Darwin B. Nelson, 2006 The Emotionally A research-based, educational model of
Ph.D. Intelligent Teacher: A emotional
Gary R. Low, Transformative intelligence provides a positive and practical
Ph.D. Learning Model approach to help teachers and students stay
Kaye Nelson, healthy, reduce negative stress, increase goal
Ed.D. achievement, act responsibly, and
effectively deal with change.
8 Arnold Trehub 2006 The Science of Revonsuo offers us an admirable book, not
Consciousness: Where It only in its comprehensiveness and careful
is and Where analysis of the current field of consciousness
It Should be studies, but also for its emphasis on what can
(Review of Revonsuo’s be concurred as the core criteria of conscious
book) experience, as well as presenting a promising
strategy for future exploration.
9 John Nov,200 The Future Evolution As the transition extends to more aspects of
Stewart 6 Of Consciousness consciousness, humans would increasingly be
able to choose to adopt particular modes of
consciousness to match their different needs..
A perusal of related studies revealed that a number of researches have been done and
are presently going on Science of Consciousness and emotional intelligence yet no
research has been done to study the effect of Science of Consciousness on emotional
intelligence of teacher-trainees. Therefore this study was done to find the effect of
Science of Consciousness on emotional intelligence of teacher-trainees.
Science
In the 19th century the term science, which hitherto was applied to any body of
systematic knowledge came to denote an organized inquiry into the natural and
physical universe. It is an organized body of principles supported by factual evidence,
together with those methods applied in the search for and the organization of
scientific facts and principles
Consciousness
The term consciousness is most often used by philosophers and psychologists as
meaning attention to the contents or workings of ones own mind.
Consciousness is the total awareness at any time defined as an over summative field
property of a total behavior pattern, paralleling the condition of being alive.
Science of Consciousness
Science of consciousness is the scientific and systematic study not only of human
consciousness but also of Supreme Consciousness
Scientific attitudes towards Consciousness have changed due to the recent advances in
neurophysiology and because modern physics and computer science are confronted
with the question of the nature of the observer. In many ways, the study of
consciousness is centre-stage in the discussions of modern science. On the other hand,
a considerable part of Indian thought is devoted to the question of consciousness.
Although a part of this tradition deals with philosophical issues, there are other
aspects, as in yoga and tantra, that deal with structural aspects. Books such as
Yogavasistha and Tripurarahasya claim to describe the nature of consciousness. The
same is generally true of various works on yoga, the upanisads, and even the earlier
Vedic texts.
Emotional-Intelligence
Defining the term Goleman (1995) states that “ A degree of emotional intelligence is
awareness of one’s own and other people’s feeling such as sympathy, compassion,
motivation and the ability to respond to pain and pleasure appropriately.”
According to Solovey (1990) : “Emotional Intelligence is a type of social intelligence
that involves the ability to monitor one’s own and other’s emotions to discriminate
among them and to use the information to guide one’s thinking and actions”
Teacher-Trainees
Former UK term used for a pupil teacher to be a teacher. The students getting one
year training to enter in secondary teaching profession after getting a Bachelor degree
are called as teacher -trainees .
In the present study the trainees who are admitted through pre-entrance exam
conducted by Dayalbagh Educational Institute, Agra and at least graduate in different
disciplines are considered as teacher-trainees.
OBJECTIVE OF THE STUDY
The main objective of the study was to investigate the effect of science of
consciousness on emotional intelligence of teacher-trainees.
These lectures were prepared and delivered by the researcher under the guidance of
supervisor. The content of lectures was collected compiled from authentic and reliable
sources (mentioned in the reference).
Phase 3: Post-test
Emotional intelligence of teacher trainees was re-tested using Emotional Intelligence
Scale.
TOOL
For measuring emotional intelligence, Emotional Intelligence Scale (EIS) prepared by
Anukool Hyde, Sanjyon Pethe and Upinder Dhar was used. This tool was selected as
it is highly reliable with reliability co-efficient of 0.88 and validity of 0.93.
STATISTICAL TECHNIQUE
The difference in the pre-test and post-test scores were calculated to yield the
increments in scores of the students. The mean increment scores, standard deviations
and critical ratios of the pre-test and post-test were calculated. The t-test was used to
find the differences in the achievements of the pre-test and post-test.
.
FINDINGS
The results obtained for the entire group as well as specific sub groups namely,
graduate and post-graduate teacher-trainees are shown in table 4:
TABLE 4
SIGNIFICANCE OF THE DIFFERENCE IN PRE-TEST AND POST-TEST
SCORES OF TEACHER-TRAINEES.
From the table 4 it can be seen that lectures on science of consciousness have
significantly increased the emotional intelligence of teacher-trainees. Science of
consciousness increased the emotional intelligence of both the sub groups, namely,
post-graduate and graduate teacher-trainees.
CONCLUSION
The findings of the study have practical implications for the design of educational and
training interventions geared toward enhanced emotional intelligence of students. It
reflects the significance of including science of consciousness in curriculum for
improving emotional intelligence which plays a pivotal role in every aspect of life.
Spiritual science of consciousness should be taught not only to teacher –trainees but
also to the students at various levels in order to develop a better understanding of
worldly matters and metaphysical issues in them.
REFERENCES