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Emotional Intelligence

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: July 11, 2004
Latest Update: July 11, 2004

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Index of Topics on Site Shared Reading on Emotional Intelligence
By The Self Esteem Advisory Service in the UK

  1. Introduction Why I chose to share this reading.
  2. Focus: Main point of this reading.
  3. Reading Full identification of source for reading AND excerpt.
  4. Concepts: Concepts and Key Words.
  5. Discussion Discussion questions.
  6. Conceptual Linking to Substantive Courses What this has to do with our class.

* * *


I came across this service when I was preparing materials on self esteem for our Love 1A class. They provide workshops for teachers and emphasize building strong self esteem, coping with bullies, and eventually they began to speak of emotional intelligence. I'm not up to date on all their materials, but as I updated their URL, I discovered their materials advertising workshops for major corporations and schools to train their people in "emotional intelligence." I downloaded and revised for easier reading a couple of their files. In this shared reading I'd like you to try to understand the theory of emotional intelligence and how it applies in the Naked Space. Where they are suggesting workshops for sale, I'll be asking you to draw on our theoretical resources to actually use emotional intelligence to improve our exhibits and discourse.


  • I want you to come away from this shared reading realizing that there's a lot more to intelligence than IQ tests. Emotional intelligence is about your IQ when it comes to interpersonal relationships, of which our families, communities, and enterprises all exist.

Concepts and Key Words:


Discussion Questions:

  1. How?

    Things to be considered in answer.

  2. Why?

    Things to be considered in answer.

  3. Do you think?

Conceptual Linking to Substantive Courses:

  • Agencies:
    Sample linking: Ways in which underlying assumptions of assimilation affect services offered and clients' ability to access and use those services.

  • Criminal Justice:
    Sample linking: Ways in which some groups are underrepresented in the unstated assumptions of our theories.

  • Law:
    Sample linking: Extent to which laws are made on the assumption that we are all essentially assimilated to the dominant culture.

  • Moot Court:
    Sample linking: Ways in which to make the claim of non-assimilation heard.

  • Women in Poverty:
    Sample linking: The culture of poverty and assimilation.

  • Race, Gender, Class:
    Sample linking: The extent to which silence has been imposed by these affiliations so that domination and discrimination have entered our unstated assumptions in interpersonal relations and the structural context arising from them.

  • Religion:
    Sample linking:

Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, July 2004.
"Fair use" encouraged.