EMOTIONAL INTELLIGENCE: THE EQ FACTOR

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Some psychologists go further and challenge the very idea that emotional skills can or should be taught in any kind of formal, classroom way. Goleman's premise that children can be trained to analyze their feelings strikes Johns Hopkins' McHugh as an effort to reinvent the encounter group: "I consider that an abominable idea, an idea we have seen with adults. That failed, and now he wants to try it with children? Good grief!" He cites the description in Goleman's book of an experimental program at the Nueva Learning Center in San Francisco. In one scene, two fifth-grade boys start to argue over the rules of an exercise, and the teacher breaks in to ask them to talk about what they're feeling. "I appreciate the way you're being assertive in talking with Tucker," she says to one student. "You're not attacking." This strikes McHugh as pure folly. "The author is presuming that someone has the key to the right emotions to be taught to children. We don't even know the right emotions to be taught to adults. Do you really think a child of eight or nine really understands the difference between aggressiveness and assertiveness?"

The problem may be that there is an ingredient missing. Emotional skills, like intellectual ones, are morally neutral. Just as a genius could use his intellect either to cure cancer or engineer a deadly virus, someone with great empathic insight could use it to inspire colleagues or exploit them. Without a moral compass to guide people in how to employ their gifts, emotional intelligence can be used for good or evil. Columbia University psychologist Walter Mischel, who invented the marshmallow test and others like it, observes that the knack for delaying gratification that makes a child one marshmallow richer can help him become a better citizen or--just as easily--an even more brilliant criminal.

Given the passionate arguments that are raging over the state of moral instruction in this country, it is no wonder Goleman chose to focus more on neutral emotional skills than on the values that should govern their use. That's another book--and another debate.

--Reported by Sharon E. Epperson and Lawrence Mondi/New York, James L. Graff/Chicago and Lisa H. Towle/Raleigh