There is more to success than practical intelligence

The education ministry has been given the title 'Department of Education and Skills'.

The type of skill envisaged in this title is of crucial importance. Given our economic circumstances, the thinking behind this initiative aims to put emphasis on the job-oriented skill of practical intelligence, to prepare students for employment opportunities.

But this is not enough. One wonders just how much educational thought was spent on the new title.

Since almost all second level schools already offer subjects to enhance the skills of practical intelligence, as do Institutes of Technology and specific University courses, what great impact can be made by changing the title of the education ministry from Department of Education & Science to Department of Education and Skills?

A major difference can be made if a much broader view is taken of the concept of 'skills.' No level of practical skill or IQ guarantees success in the workplace or happiness in life. What people really need now are the personal capacities to exercise self control, persistence and the capacity for self-motivation. They need to manage their feelings and to sense and deal effectively with other people's feelings. These are skills that are rooted in the concept of 'emotional intelligence'. People who can exercise this intelligence have a great advantage in all areas of life.

Daniel Joleman defined emotional intelligence as 'the ability to monitor one's own thinking and action'. There is growing evidence that the skill of emotional intelligence can actually be taught. In the United States, a number of courses have been developed in schools to help students deal with emotions such as anger, selfishness, violence and greed. They also learn how to express their feelings and to understand other people's perspectives.

These courses are proving to be effective and are growing rapidly in popularity. This development should be researched and adapted for application in this country.

One other skill which is vitally necessary is encapsulated in the concept of 'moral intelligence'. This enables the application of a set of the universally accepted values of integrity, responsibility, compassion and forgiveness, to all our goals and actions.

While the concept of integrity may appear abstract, a wonderful example of its application is the case of General Robert E Lee. At the end of the US Civil War, he was offered the presidency of a large insurance firm. He replied that he did not feel his services would be worth the 50K salary offered. He was told that they were not interested in his services. They merely wanted to use his name. 'That,' said General Lee, 'is not for sale.'

The wholesale undermining of moral intelligence in recent times has led to a type of greed and selfishness, to abuse of power and station, that has caused havoc and great pain, world-wide.

Whether or not the thinking behind the change of title of the education ministry ever envisaged the opportunity now provided is irrelevant. What matters is that the opportunity is grasped to apply a broader interpretation to the concept of 'skills'.

Jim Lyons is author of Schools in Changing Times, published by the Kilkenny Education Centre. He is a former CEO of the Co Clare VEC.

Irish Independent