Emotional intelligence or EQ
Emotional intelligence or EQ
EQ has become a major buzzword since the 1990s and Daniel Goleman has made this famous through his book "Emotional Intelligence".
The idea of "emotional intelligence" originates with work on brain potential by McLean, representing the brain as being like an onion, with a small inner core that is the R-complex, surrounded by a larger area that is the "Limbic System", and finally the outer, largest area which is the neocortex . Each portion of the brain has its own special ability, its own view of the world, its own sense of time and space, its own form of memory and its own functions. Even the chemical distributions are very different in each of the three parts.
The R-complex produces most of our reflex survival behaviour. Whenever we are dealing with basic instincts about territory, with social rituals and body language, and with the establishment and maintaining of social hierarchies, our R-complex is active.
Without the R-complex we might be nicer people, but where's the fun? No sport, no sex for fun, even our sense of self and personal space might be different and perhaps less rich.
But if we're not aware of our R-complex and ready to keep it in its place, this can mean trouble. So many of the conflicts people get into are initiated or sustained by R-complex activity - but the only way this brain has of solving a people problem is to annihilate the enemy. Most of the time, that's not especially useful!
The Limbic System generates and controls emotions, attitudes, prejudices and motivations not tied to basic needs. It corresponds to what many people mean when they say "heart". Without it we would be like computers - or, if the R-complex was active, emotional savages. So all three parts of the brain work together to guide behaviour - and if you pay attention to the limbic and R-complex elements of a situation (even when not proud of them) - your ability to learn well, think well and make good decisions will be enhanced.
Although it is less intrusive than the R-complex, the Limbic System can cause plenty of cognitive mayhem. Certain types of conflict, for instance, may bring about a "flooding" of emotions in either men or women (males and females tend to stress out under different circumstances though).
Most of the time, the Limbic System is mediated or controlled by intellectual activity of the neocortex, so that flooding does not occur. If people can develop skills in soothing self talk - maintaining a positive and open inner dialogue that does not escalate tension, anger or fear - it is easier to prevent flooding or limbic system sabotage.
We need to keep our Limbic brain in order, but shutting down on it completely will limit us intellectually as well as emotionally. Without our Limbic System, much that is creative, emotional and spiritual in our lives would not be available to us.
The power
of lateral thought
"Information is no substitute for thinking," - so says Edward de Bono, well known in business circles for his thinking tools, but less used in broader society. Because we think that we already know all there is to know about a problem, we often do not even start the motor of our brains half the time - we don't bother to find out because we think we know it all. In so doing, we miss opportunities to expand the way we think and to approach problems in a different manner - lateral thinking.
Lateral thinking is what de Bono is most famous for - thinking which is not sequential, which is not bound by convention or tradition and is unpredictable. The best lateral thinkers do not need to be right at every stage in the thinking process, nor does he or she need to have everything rigidly defined.
Lateral thinking is often the best way to approach seemingly insoluble problems - common in daily life in South Africa. Although a few people are natural lateral thinkers, most are not, but these skills can be learned.
How can we use all this?
In South Africa, we have an Educational Trust known as UPTTRAIL (Upgrading of Teaching, Training and Learning) that aims to promote effective teaching of thinking skills, specifically at primary school level. The Trust has consulted with educational experts here in SA, and also with world leaders in the field of cognitive education from abroad. Its present programme for teaching children how to think, makes a point of starting off with so-called "thinking dispositions".
They can learn not only to use better thinking strategies, but also to manage their overall thinking better. There are four main dispositions that are important. Firstly, good thinking takes its time - poor thinking is hasty. Second, good thinking is broad, adventurous and creative; poor thinking is narrow. Third, good thinking is clear and careful; poor thinking is fuzzy. Lastly, good thinking is organised while poor thinking is sprawling, lacking any sense of system.
This is all very well, but what about the social context? Children can only benefit from this teaching if their teachers and parents are prepared to accept and encourage the results! Children are often encouraged to conform, rather than to innovate.
And what about adults? Unfortunately, we are not much better. Who has not heard of situations where junior or middle level staff come up with a good idea, even a GREAT idea, but are too cautious to suggest it to management?
No wonder companies are so slow to change and adapt. If we could give most business organisations an IQ test, they'd come out Remedial! We are constantly hearing about how companies have to embrace the future - but seldom is it suggested that business makes a serious attempt to ensure good thinking dispositions throughout their operations and to invest in the future by supporting initiatives such as UPTTRAIL in schools.
The last word
There are many different approaches to thought our there - and some may be lucky enough to have encountered them during their education, or through training in the course of their work.
If we start to employ the approaches of cognitive psychology, embracing concepts of emotional intelligence and lateral thinking in our daily lives, then we should become more effective as people. This will not only lead to better business sense, but also enable us to improve on all aspects of our lives and so help to build a more focussed and intelligent society.
Some suggestions for further reading:
De Bono, E. Lateral Thinking (Harper and Row), also The Mechanism of Mind (Simon and Schuster).
Machado, L.A. The Right to Be Intelligent (Pergamon Press)
Perkins, D.N. Smart Schools (New York, The Free Press)
Tony Buzan: Mind Maps
Danial Goleman: Emotional Intelligence
The UPTTRAIL Trust is linked to University of
Stellenbosch; for more information contact Dawid van der Vyver or Professor Charl Cilliers at the Department of Education. Personal thanks are also due to Professor Cilliers, whose article in the International Journal of Special Education, 1994, Vol 9 No 3 and whose course in Cognitive Education which I encountered by happy coincidence, have formed the basis for this article.
