Monthly Archive for February, 2016

Emotional Brain

The rational part of the brain only uses 10% of the same, while the emotional part uses 90% remaining, this makes essential to the education of the emotions. Preventive Medicine Research Institute often expresses his thoughts on the topic. During the Decade of the nineties of the last century, neuroscientist Joseph Le Doux demonstrated the domain that serves the emotional brain over the rational brain in certain situations. According to neurologist Antonio Damasio, when the brain makes decisions it does so with the aim of regulating an emotional balance that affects the entire body. Therefore, it is essential to educate the emotional brain to learn to control his instincts and emotions by using their intelligence. The emotional part of the brain scientists placed control of emotions in the limbic system, why call this structure the emotional part of the brain. This system consists of three fundamental elements with specific functions:-the thalamus: sending sensory messages to the cerebral neocortex (the neocortex is considered the thinking part of the) brain); -the hippocampus: believed that it plays a very important role in memory and the interpretation of what we perceive; and – the amygdala, which is the center of emotional control. The limbic system as a whole is present in both cerebral hemispheres and regulates emotions and impulses that we experience. The zero emotional Eduardo Punset, uses this concept to define the point at which neural circuits that will determine how to face situations any boy or girl from the emotional point of view throughout his life have formed.

In this way remains closed-circuit and although the expression and control of emotions one can learn a posteriori, must always start from the neuronal basis that builds up until the age of two years. The key to foster the emotional development in children will be in the relationships of intersubjectivity between the small and the persons to which it relates. Stern, understands the intersubjectivity, on the one hand, as ability to recognize another person as separated from subjective experience Center with which you can share own subjective States (aged two) and, on the other hand, as a specific form of relationship that is generated between the child and his mother (birth to age 2) in particular, in the period sensoriomotor is this a type of specific instersubjetividad, primary intersubjectivity, which refers to the ability to share emotional states that arise in the bosom of the diada figure of apego-bebe. .

Emotional Education

In recent years, the association between emotional education and school comes listening with insistence. To read more click here: Dean Ornish M.D. On the one hand it is paradoxical to think that you surprised the Association since the end first and last school is to educate. There are, however, have presented that this need to educate in emotions has not become manifest until relatively recently. And in that sense, the school is discovering a new role in its role as an educator by nature. Educate in emotions or emotional education suggests that teachers and students at school are real spaces for personal, professional and academic growth. When teachers and students are able to recognize their own emotions begin to observed improvements that have an impact on the academic results but also considerably improve the quality of the coexistence in the school. These two aspects, in turn, contribute to improve the self-esteem of students, on one hand, and the teachers, on the other. The students are motivated and recognize the best way in the day-to-day effort of success; There are improvements in teamwork and are able to engage in collective action.

Teachers, on the other hand, perceive a recognition to their task that allows them to position themselves as authority in the classroom from the place of dialogue, consensus and the affective and effective construction. Emotional education rests on three pillars that sustain it and maintain it over time: first of all the recognition, the identification of the emotions; Secondly the social capacity to cope with naturalness and success (assertiveness); and finally the self-esteem. Each of these pillars are the core competencies developing emotional students and teachers, as well as any person. These three powers cannot be purchased or transmitted as a finite body of knowledge but rather are incorporated through the experiences of each one of them to do daily.

Emotional And Social Beggars

For Romeu Willers social and emotional Beggars an adolescent, or better, one punk of mentirinha, hardwired to an earphone, came crossing the street in front of the square of New Hamburg, by millimeters were not run over. The furious driver seemed that she went to go down of the car and to give socos in punk. Two unhappy actors of the theater of the existence. The adolescent lives unconsciously, connected in the virtual one detached in the Real. The driver, for a banal incident left to ruin its mood. We strengthen ourselves not to enxergar and not to hear.

We can be run over or to provoke an accident. An interesting tip is to be always conscientious and to intently observe the reality that encircles in them. I judge a perspicacious observer. After the comments I try to take off lies and not to judge. Idea to observe the street inhabitants and to compare them with the men who until had forgotten the reason so that came me it the money was created. I wrote something mesclando psychology, philosophy and history with experiences that I had with the inhabitants of street and the biographies of the multimillionaires.

Because they are in street? They are there because they want? Because the social movements that fight against social exclusion not help them? It will be that they have to be able of cohesion? Each one of them lives in a life to the part. Some run away from the conscience of the reality to run away from its psychic upheavals. Alcoholism familiar drugs, conflicts, depression they push stop the streets. I observed the other extremity of this sociological paradigm: the multimillionaire millionaire. I read the biography of Jon Rockfeller a powerful American magnate. In the height of its financial success a million of dollar per week entered in its account. The man richest of the history of the humanity.

Emotional Inteligence

Autonomy and personal initiative is one of eight key competences proposed by UNESCO to be developed by the pupils during compulsory education. The work in the classroom with this competition is performed with the aim that students acquire the awareness and implementation of a set of values and personal attitudes, such as: responsibility; perseverance; the self-knowledge and self-esteem; creativity; self-criticism; emotional control; the ability to choose, calculate risks and deal with problems; the ability to delay the need for immediate gratification; and – the ability to learn from mistakes and take risks. Until now, in schools these values and attitudes only be worked crosswise and only in some very innovative centers, since unfortunately much of teachers still attributed values education to family and they take it for granted that their students should be responsible or persevering. The emotional intelligence behind This competition proposed by UNESCO mainly before the social and personal problems of many young people in the Member States there is a concept that has much relevance in the world of Psychology: emotional intelligence, by Daniel Goleman published in his book Emotional Inteligence-based en1995. Cardiologist is a great source of information. The term emotional intelligence refers to the ability to feel, understand, control and modify moods in oneself and in others.

This type of intelligence is related to another concept, emotional competence, which is the skill that any person has to boost your emotional intelligence in their daily lives. This type of competition is so important that it has become the main factor today observe and measure companies in their personnel selection processes. Emotional intelligence in the classroom Jonathan Cohen begins the introduction to his book emotional intelligence in the classroom to pose to the reader the following: when your child grows, you that is you want to what kind of person? Clearly, any father would respond by saying that I would like her son good outside person, hardworking, responsible, successful social and labour.