Emotional Intelligence in Schools
‘The philosophy of the school room in one generation will be the philosophy of government in the next.’
Several generations ago Emerson wrote:
“We but half express ourselves, and are ashamed of that divine idea which each of us represent.”
What will it take to embrace what is our essence without wasting time in expediency and evasion?
We owe it to ourselves. And to our children. And their children. And their children’s children.
To educate wisely is to be attentive to emotional intelligence.
To be attentive to such wisdom then we have to have the right relationship with nature. With our own nature and the nature of the planet.
This is non-negotiable.
To catch big fish one must travel out far to the right fishing grounds.
To find the right grounds for hope, one must dig in the right places.
Modern history, prior to now, for the most part, has been grappling with the consequences of a self-destructing industrial society.
To celebrate the coming of age of our own maturity we can look to Vladimir Vernadsky who argued that:
“people were becoming a geological force, shaping the planet’s future just as rivers and earthquakes had shaped its past.”
He goes on:
“Global society, guided by science, would soften the human environmental impact; earth would become a noosphere, a planet of the mind.”
When reason and imagination meet wisely, there are ample grounds for hope.
Harvard professor Dr William Clark is one the most compelling voices involved in international efforts to use scientific technology to preserve the environment.
“Aided by satellites and supercomputers and mobilised by the evident environmental damage of the last century, he thinks humans have a real chance to begin balancing economic development with sustaining earth’s ecological webs.
Managing Planet Earth, Forget Nature, even Eden is engineered. New York Times – August 20, 2002
Dr Clark is quoted as saying:
“We’ve come through a period of finally understanding the nature and magnitude of humanity’s transformation of the earth. Having realized it, can we become clever enough at a big enough scale to be able to maintain the rate of progress?”
We may go still further together. We may see it not just preserved, but flourishing.
We attain sustainability, we realize it, see its implied form within the structure of things by loving nature, and the progeny of that: our own nature. We demonstrate liberation from fear to our children by being at one with our deepest core, and we find in that oneness, a hidden umbilical chord connecting ourselves with nature’s genius. There are no problems in life. Self-love is the solution to all deceptions that proclaim we are mired in problems. To truly see what is before us we must embrace gratitude to the full.
The world is a beautiful playground when we see it through awakened eyes. There is no greater gift that might bequeath our children.
We serve that end. It is natural to gift this ourselves. To prioritise that for our children and in our schools is elemental.
Centuries hence they will see our time as the period wherein we made good on our commitment to our holistic nature, as individual, as a species, and as guardians of this sublimely beautiful earth.