Emotional intelligence in the development of philosophy of education in Europe and the USA

Zhanna Kundii Candidate of Pedagogical Sciences, Director of the Educational and Scientific Medical Institute, Poltava State Medical University (Poltava, Ukraine)

Oleksandr Puhach Specialist degree, post-graduate student of the Department of Philosophy, History and Socio-Humanitarian Sciences, Donbas State Pedagogical University (Sloviansk, Ukraine)

Abstract. The article considers the development of emotional intelligence in the philosophy of education of European countries and the United States. Definition and detailed consideration of emotional intelligence in the concept of education of leading European countries and the United States, as a study of recent history, which changed the approach to the formation of educational competencies and moral and ethical education. This will allow us to understand the importance of emotional intelligence in the prospects of education in Ukraine. Therefore - the need to consider approaches to the formation of changes in the pedagogical process, both in theory and in practice, will determine the role of emotional intelligence in the formation of personality, which is one of the important aspects of the philosophy of education. Recent history for world development is not only the Scientific and Technological Revolution, but the revision of the concept of education and upbringing has changed the relationship between successful living and IQ. After that, a large number of teachers both in higher education institutions and in other educational structures are reviewed concerning the place of emotional intelligence in the development of personality. The definition of emotional intelligence is a necessary element in understanding the paradigms of philosophy and flexibility of education in modern realities. Therefore, the conclusions from this article will be used for analysis in the dissertation, which is devoted to the concept of education in the philosophy of the Anglo-Saxon countries.

Keywords: The concept of education, emotional intelligence, pedagogy, mentality.

Research objectives. Views on the educational process in the middle and end of the twentieth century have undergone radical changes. Increasingly, educators and psychologists have begun to pay attention not only to mental abilities and intelligence but also to adding to the educational process the necessary emotional qualities to form a successful personality that can not only effectively absorb information but also apply skills that are characteristic of social or emotional intelligence.

Along with defining the place of IQ, in the research and practical knowledge of educators and psychologists appears the term emotional competence (EQ), as a person's ability to understand and manage their own emotions, as well as understand other people's actions not only from a straightforward point of view and using empathy, skillfully determine the true motives and causes of an act.

With this in mind, the first important steps began to be taken in both Western Europe and North America to identify the necessary educational programs and develop the necessary skills to master their own emotions and understand the emotions of others. Accordingly, similar programs appeared on the territory of Ukraine after the restoration of its independence, but despite this, the conservatism of Ukrainian education remains relevant in 2021.

Therefore, the article will consider the stages of development of emotional intelligence in the philosophy of education of Western countries and their impact on other countries, including Ukraine. Given the foreign policy course in the recent history of the Ukrainian state, the need to pursue new views on education is relevant and important.

The purpose of the study: to consider the main changes in the concept of education in Western countries, and along with Ukraine, in the context of the development of emotional intelligence in school-age children, as well as in teaching students of higher and secondary special educational institutions pedagogical specialties. Special attention will be paid to the development of Ukrainian education and modern programs, known as the "New Ukrainian School", where emotional intelligence occupies an equal place with academic knowledge.

Presentation of the main material. The question of emotional intelligence in the development of the individual began to rise in the late nineteenth century, in particular in the work of Charles Darwin in "The Expression of the Emotions in Humans and Animals", where the scientist points to the need for external expression of emotion for survival and adaptation. Psychologists Freud and Thorndike later became interested in this question. Thorndike first introduces the term "social intelligence", which describes "the ability to understand people, men, and women, boys and girls, the ability to treat people and act wisely towards them."

In 1940, the American scientist D. Wexler divided abilities into "intellectual" and "non-intellectual". To the latter, he singled out personal, social, and affective. After this division, the scientist came to the conclusion that the latter of them give life success to man. In parallel, the German psychologist Stern creates the concept of the intellectual coefficient, which is then used by the French psychologist A. Binet, to identify the intellectual abilities of man.

An important role in the further development of emotional intelligence is played by psychologist P. Sifneos, who during the study of the inner world of man identifies the term "alexithmia" (from the Greek a - denial, lexis - word, thymos - soul, feelings), which positions itself as the opposite of emotional intelligence. Alexithymics are insecure people with low self-esteem, a constant sense of guilt that prevents them from rejoicing and enjoying life (Krystal, 1988: 242-243). Therefore, accordingly, we can conclude that in parallel with alexithymia there are people who are able to successfully use their own emotions in a positive sense and help achieve their own goals using not only the intellectual sphere but also emotional. Due to this, the genesis of emotional intelligence begins to develop in a positive direction.

Later, the first text for the definition of social intelligence was created, which spread widely around the world under the name "George Washington: `Social Intelligence Test'". However, the most fundamental work that defined the modern understanding of emotional intelligence was published in 1990 by social psychologists Salovey and Mayer, entitled “Emotional Intelligence”. This event allowed attracting a lot of attention to this topic among psychologists and teachers, and the development of this area.

In 1995, Daniel Goleman joined the discourse, publishing a popular scientific book of the same name as Salovey and Mayer, reviewing modern scientific ideas about emotional intelligence and outlining his own model of emotional intelligence, which we will discuss below.

At the same time, the term "emotional literacy" was first developed and used by Claude Steiner, who divided emotional literacy into 5 important aspects. Therefore, the currents and opinions of psychologists went hand in hand with each other, and in the future, supplemented both concepts with new research.

Considering the model of emotional intelligence of Mayer- Salovey-Caruso, the authors distinguish 4 components:

1. Perception of emotion, as the ability to understand and perceive both their own emotions and the emotions of others;

2. Using emotions to stimulate thinking, this aspect activates along with the mental process creativity, and emotions are a motivating factor;

3. Understanding of emotions, the aspect that is responsible for understanding the cause-and-effect relationships during the emergence of emotions, as well as the motives for the transition from one emotion to another, while predicting the development of emotions over time;

4. Emotion management is responsible for the ability to control their own emotions and direct them in a positive direction to achieve their own goals (Mayer, 1996: 50-52).

At the same time, Goleman's mixed concept, is more like progressive development, from understanding one's own emotions to understanding other people's emotions and compassion, while building one's own relationships between people and using their emotions to satisfy their own interests. There are 5 stages:

1. Self-knowledge, namely understanding one's own emotions, understanding the disadvantages and advantages of one's own psyche, as well as defining goals and life values.

2. Self-regulation, which is manifested in the control of their own emotions and impulses.

3. Motivation, the ability to achieve own goals without looking for reasons to delay implementation.

4. Empathy, the ability to take into account the views of others when making their own decisions, empathizing with others.

5. Social skills, namely the ability to own, control, and manipulate other people's emotions (Goleman, 1995: 45-46).

The two models of emotional intelligence are quite similar, but Goleman's concept is more focused on understanding and clearly defining one's own emotional state. Only at the last stage is their interaction, not always positive, with other people. At the same time, the concept of Mayer-Salovey- Caruso, although the latter aspect of emotion management has a similar meaning, emotional intelligence is used to achieve their own goals without the use of unethical psychological methods.

The two concepts have much in common and, therefore, have a right to life. And in general, psychologists in the United States and European countries deal with the problem of the unity of mind and feelings as the essential properties of man in the history of philosophy. And at the end of the twentieth century, it became increasingly important, created dozens of educational disciplines taught in higher education, in psychological science created dozens of practical methods to identify the degree of emotional intelligence. And applicants for pedagogical specialties of higher education pay special attention not only to scientific knowledge but also to the moral and psychological aspects of education and development of teachers.

The mission and importance of teaching for new generations, from a pedagogical worldview point of view, are exceptional. Therefore, on the territory of Ukraine, the consideration of the influence of emotional intelligence on the professional activity of teachers and other educators was continued. Numerous works of candidates and doctors of sciences consider the phenomenon of the development of emotional intelligence, and also its influence on scientific and educational processes both in the territory of Ukraine and in other countries. In particular, these are the works of Rakityanska L. M., Zakharchyna G. M., Nosenko E. L., and many others. Comparing the characteristics of emotional intelligence and emotional creativity, we can see their main difference - the novelty of the emotional reaction.

Important components of emotional intelligence we can see in the concept of the New Ukrainian School. In particular, the 10 most important competencies that a person should have in the future were identified:

1. Communication in the state (and native, in case of difference) language;

2. Communication in foreign languages;

3. Mathematical competence;

4. Basic competencies in natural sciences and technologies;

5. Information and digital competence;

6. Ability to learn throughout life;

7. Initiative and entrepreneurship;

8. Social and civic competence;

9. Awareness and self-expression in the field of culture;

10. Environmental literacy and healthy living (New Ukrainian school: a guide for teachers, 2017: 14-15).

Looking at them, you can see that emotional intelligence is somehow found in many of them. And most of all in the eighth competence "Social and civic competence". During the 30 years of history since the restoration of independent Ukraine, there have been changes in the discussion of the state of national education. Therefore, the New Ukrainian School, in parallel with academic knowledge, allocates an important place to emotions and productive interaction with other people. And this is an important mission of emotional intelligence in ontogenesis because successful education in secondary and higher education does not guarantee successful career growth and mastery of all communication skills for progressive interaction with other people (New Ukrainian School conceptual principles of secondary school reform, 2016: 103105).

Equally important competence is the ability to learn throughout life. It suggests that the school is not only a source of new knowledge but also an institution that implements practical skills. An imperfect educational process leads to a lack of necessary practical skills after high school. Therefore, at first glance, students who study well may have problems with self-fulfillment due to numerous problems, in particular, lack of social and emotional intelligence. And mostly in the external components of emotional intelligence, the main problems appear in adults, as well as in adolescents in high school, which makes it difficult to communicate with other groups of people.

Therefore, they are mostly at the lowest level of emotional intelligence, which is responsible for conditioned reflexes and directly reacting to external stimuli, without understanding intrinsic motivation. Such people are dominated by external components over internal ones, lack of self-control and action in the situation. Due to conservatism and indifference to emotional aspects, the Ukrainian community, especially among the millennial generation or as they are called "Generation Y", have problems with self-control and self-regulation due to lack of education at all, or lack of positive emotional ties with parents, leads to a misunderstanding of one's own identity and insufficient quality of emotional intelligence, which does not allow you to fully realize all your plans and desires.

The average level of emotional intelligence is the predominance of internal over external. Hence, the numerous reflections, and a high level of self-esteem. Because of this, this level is characterized by: a high level of self-control; the combination in the behavior of the strategy of concentrating on tasks with the strategy of emotional response, with the reflection at the level of a sense of psychological well-being of a positive attitude towards oneself as a subject of life and communication. This is a rather specific awareness of emotional intelligence and does not always lead to positive consequences, because a person at this level is characterized by high reflection and self-criticism, which can sometimes be destructive behavior.

The highest level of emotional intelligence is not only understanding and controlling one's emotions, but also Empathy for other people. It is based on the availability of appropriate charitable guidelines on possible alternatives for behavior in specific life situations. These guidelines reflect the individual's value system, which is clearly understood by the subject. This stage of development of emotional intelligence is characterized by a harmonious relationship between internal and external because a person feels free from the immediate situational requirements (Nosenko, 2004: 100-101).

In my opinion, the average level of emotional intelligence is more typical for Ukrainian society. The reason for this can be called the high level of religion. And despite the fact that according to the Constitution, Ukraine is a secular state where there is no dominant religion, the Orthodox, Catholic, Greek Catholic, and neo-Protestant churches have an important impact on consciousness and morality. In part, the church teaches obedience, yes, it all depends on denomination and patriarchy, but Orthodox dogmas emphasize forgiveness and humility, the perception of objective reality with all its shortcomings, without trying to correct and without much desire for justice. Therefore, the emphasis on personal repentance and tolerance for all the troubles of society, lead to passivity and inertia of the Ukrainian nation in domestic and socio-cultural issues not only because of the complex historical development of other countries to restore independence in 1991, but also to encourage religion to patience, the expectation of a better life (usually in the afterlife), and complete forgiveness for all possible deeds. At the same time, church structures in Ukraine do not offer mechanisms to teach people to admit their mistakes and change their lives for the better. Even people who have changed their religion during their lives or converted to atheism or agnosticism still suffer from a religious upbringing, because this is where the first disappointment occurs - even a strong and true faith does not guarantee that some supernatural force can help you in a difficult moment.

Therefore, during the 21^st century, educational paradigms in Ukraine and the world are constantly changing, and every year, emotional intelligence is taken into account more and more often. And as you can see, an important element in the comprehensive development of man is to achieve not only in the intellectual sphere and formal assessment in each subject, but also the ability to communicate successfully with other people, in any environment, and to properly understand and recognize the feelings of others, directing them in the right direction.

Conclusions. Emotional intelligence is actively developing throughout the new and recent history of the world. Separating it from the intellectual coefficient began in the late nineteenth century with the spread of the popularity of scientific works by Charles Darwin on human evolution. He was later joined by psychologists Freud and Thorndike, who began active theoretical work on the concept of emotional intelligence. But at the time, the issue of emotional intelligence was only a context in the disclosure of other research topics.

A real revolution in the development of the concept of emotional intelligence was the works of Salovey, Mayer, and Goleman, who in the 90s of the twentieth century conducted large-scale practical and theoretical research in the field of emotional intelligence. The concepts of scientists have made it possible to make a more pragmatic and flexible structure of emotional intelligence. Despite the fact that the works did not receive the most positive feedback from their colleagues, the spread of scientific works had positive consequences, and educational programs in most European countries began to consider along with intelligence, social and emotional skills, which changed attitudes and methods of teaching and education, attention to non-intellectual abilities of people, increasing their influence in the formation of a healthy personality.

Emotional intelligence is an important component in shaping the modern concept of education in Ukraine, namely the creation of the "New Ukrainian School", which emphasizes not only the intellectual development of the individual but also points to the important impact of communication, interaction, and lifelong learning. Therefore, the implementation of this educational program is an important step to improve the competitiveness of students from Ukraine in comparison with global trends. When teaching students of pedagogical and psychological specialties, in addition to the level of knowledge and social intelligence, disciplines are added, which are aimed at developing emotional intelligence for the necessary communication with students and teaching staff, so it is an important method of verbal, and nonverbal influence because of this, the level of mastery of psychological methods is becoming increasingly important.

Despite the conservatism of modern Ukrainian society, where they like to devalue the emotional factor and tie emotions to a particular gender or profession, in the mid-2010s, there were continuous changes that led to changes in the sociopolitical sphere to socio-cultural. Therefore, such changes were reflected in the educational environment, which along with the development and nurturing of the Ukrainian language develops a national identity.

Characteristic changes taking place in the educational environment of Ukraine pass through the resistance of society and the conservatism of religion, the dogmas and postulates of which are aimed at patience and restraint, which is not always appropriate to the situation. Therefore, the place of emotional intelligence in Ukrainian education and philosophy will become increasingly important over the years and the departure from old stereotypes.

Therefore, the concept of emotional intelligence in the philosophy of European countries and the United States has already played an important role in shaping the personality of the 21^st century and changing views in the socio-cultural sphere around the world.