RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 1

Emotional Intelligence and Critical Thinking

The relationship between emotional intelligence and, critical thinking dispositions and critical thinking;
impact on education and society in Jamaica
Richard Warren 1808208
Education and Society
Postgraduate Diploma in Education
Dr. Junior Martin
August 23, 2020
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 2

Table of Contents
Chapter 1. Introduction...............................................................................................................................3
1.1 Background to the issue....................................................................................................................3
1.2 Statement of the Issue.......................................................................................................................4
1.3 Purpose of the study..........................................................................................................................5
1.4 Research Questions...........................................................................................................................5
1.5 Significance of the research...............................................................................................................6
Chapter 2. Review of Literature...................................................................................................................6
2.1 Critical Thinking.................................................................................................................................6
2.2 Critical Thinking Dispositions.......................................................................................................8
2.3 Emotional Intelligence.....................................................................................................................10
Chapter 3. DISCUSSION.............................................................................................................................12
3.1 Introduction.....................................................................................................................................12
3.2 Introduce Emotional Intelligence in the Jamaican Classroom..........................................................13
3.4 How can developing emotional intelligence help in developing critical thinking in education in
Jamaica?................................................................................................................................................15
Chapter 4. Conclusion................................................................................................................................16
References................................................................................................................................................17
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 3

Chapter 1. Introduction
1.1 Background to the issue

Good critical thinkers possess a core set of cognitive thinking skills, and a disposition

towards critical thinking. They are able to think critically to solve complex, real-world problems

effectively [CITATION Con15 \l 1033 ]. The term critical thinking is widely used in the fields of

education, psychology, and philosophy, and there have been repeated attempts to define the

concept in order to increase the understanding of how this cognitive ability can be utilised

(Friedel et al., 2008). Critical thinking skills, however, are not stand-alone abilities. An

individual requires the appropriate critical thinking disposition to use those skills (Friedel

et al., 2008; Tishman et al., 1993). Seven constructs of critical thinking dispositions have

been identified in the California Critical Thinking Disposition Inventory (CCTDI), and they

consist of: truth-seeking, open-mindedness, analyticity, systematicity, inquisitiveness, critical

thinking, self-confidence, and maturity of judgment (Facione, 1992).

Many teachers, however, continually struggle to engage students in critical thinking activities

(Tempelaar, 2006), and students seldom use critical thinking skills to solve complex, real-world

problems (Rippen, Booth, Bowie, & Jordan, 2002). On the same token, companies

overwhelmingly agree that the content and quality of education in local universities do not

adequately prepare students for the workforce with respect to critical thinking (Tan, 2014). On

one hand, part of

the problem lies in the difficulty of fostering transfer across situations and the need to practice sk

ills until they become more automatic patterns of action. Yet, on the other hand, Ritchhart (1997)

added that emotion might be the other culprit at work in producing this shortfall of good
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 4

thinking. He proposed that emotions have projective power over our thoughts and hence are

laying the foundation for the thinking that is to come [ CITATION Con15 \l 1033 ].

According to Kang (2015), emotions act as filters to form our desires, furnish our capacities,

and to a large extent rule our immediate thoughts. Brookfield (1987) also agreed that personal

emotion is important in – or “central” to critical thinking, but it is a “neglected issue” (Blom

Kemdal & Montgomery, 1997) because the literature is scant and complex.

1.2 Statement of the Issue

Lorenzo Smith in his article “Critical thinking in the Jamaican classroom states that aside

from food, water, and shelter, the one thing that a person will most need in life is an education.

Of those four necessities, education is the only one that can help ensure a person’s consistent

ability to provide him or herself with the other three. It is a sad fact, however, that many people

and politicians talk about its importance, yet education in Jamaica is not where it should be.

According to Smith the state of education in Jamaica cannot be blamed solely on the

teachers, the students, or the government. The real problem lies in educational philosophy and

the system of student assessment. The current model suggests that students who can regurgitate a

series of memorized facts will remember those facts once the test is complete, and will have

learned what they are supposed to have learned. “As a teacher”, Smith states, “I am faced with

examples of this on a daily basis”.

A typical question on a Caribbean Secondary Education Certificate (CSEC) or Caribbean

Advanced Proficiency Examination (CAPE) paper will ask a student to examine, analyze, assess

or illustrate. These instructions are what educators refer to as the higher-level skills, the skills
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 5

that are mostly absent from our students today. Consequently, Smith postulates, “as a teacher, in

planning for a lesson, I try to incorporate the following objectives in the lesson: knowledge,

intellectual traits and effective/emotional traits. Of the three, I find that it is most difficult for the

students to achieve the second objective”. Smith, like most other Jamaican educators have now

come to realize that the common issue with students who struggle academically, at all levels of

the Jamaican education system, is that students do not know how to recognize and utilize their

higher-level skills [ CITATION Smi19 \l 1033 ]. This demonstrates, hence, that there is a lack in the

ability to think critically and a very low level of critical thinking disposition in the nation’s

student population.

1.3 Purpose of the study

The purpose of this qualitative content analysis study is to demonstrate that developing

emotional intelligence will result in the development of critical thinking dispositions and

subsequently, the creating a culture of critical thinking amongst Jamaicans in both the formal and

informal education system.

1.4 Research Questions

1. Can emotional intelligence be taught in schools at all levels in Jamaica?

2. How can developing emotional intelligence help in developing critical thinking in

education in Jamaica
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 6

1.5 Significance of the research

Emotional intelligence and critical thinking are both the pillars of success, especially when they

are raised in the area of education. The research into the impact of developing emotional

intelligence as a means to create a culture of critical thinking amongst Jamaican students at all

levels is significant as it adds to research currently being undertaken in the attempt to identify

factors impacting academic performance and education in Jamaica.

Chapter 2. Review of Literature

2.1 Critical Thinking

Bell and Loon (2015), in their research “the impact of critical thinking dispositions on

learning using business simulations, identified an early definition of critical thinking by

Dewey (1933, p.118) describing it as “active persistent and careful consideration of a belief or

supposed form of knowledge in light of the grounds that support it, and the further conclusions

to which it tends.” Bell and Loon also mentioned that critical thinking has been also referred to

as the process of “thinking about thinking” as defined and originally purposed by Flavell (1979).

They also cited Halpern (1996,) who defined critical thinking as “thinking that is purposeful,

reasoned and goal directed – the kind of thinking involved in solving problems,

formulating inferences, calculating likelihood, and making decisions” [ CITATION Bel15 \l 1033 ].

Kang (2015) also described critical thinking as ‘…thinking that is purposeful, reasoned, and goal

directed –the kind of thinking involved in solving problems, formulating inferences, calculating

likelihoods, and making decisions…’ (p.37) and identified the most frequently cited definition,

however, being the consensus statement that critical thinking composed of a cognitive skills
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 7

dimensions and an affective dispositions dimension from The Delphi Report by American

Philosophical Association (APA). It states: “We understand critical thinking to be purposeful,

self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as

well as explanation of evidential, conceptual, methodological, criteriological, or contextual

considerations upon which the judgment is based. Critical thinking is essential as a tool of

inquiry. As such, critical thinking is a liberating force in education and a powerful resource in

one’s personal and civic life.” (Facione, 1990, p.3)

Lorenzo Smith, in his Gleaner article, identified critical thinking as the intellectually

disciplined process of actively and skillfully conceptualising, applying, analysing, synthesising,

and/or evaluating information gathered from, or generated by, observation, experience,

reflection, reasoning, or communication, as a guide to belief and action” (Scriven, 1996).

He compares this definition to the Jamaican situation, identifying that it is clear that

students will have to be more involved in their education. Students would be required to do more

than just note-taking. Students will be pulling ideas apart, formulating questions, analysing ideas

and formulae. It, therefore, means that teachers will have to apply a constructivist approach to

the delivery of their lessons.

In the constructivist methodology, the teacher facilitates learning. By using the

constructivist approach, teachers will rid students of the notion that the teacher is the keeper of

information, or that the teacher imparts knowledge (the case of the empty vessels to be filled

syndrome).

Smith subsequently lists what he found to be the components of critical thinking saying

that it involves using the cognitive process to discover, to construct knowledge, to verify and to
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 8

challenge. Critical thinking involves asking questions, defining a problem, examining the

evidence, analysing assumptions and biases, avoiding emotional reasoning, avoiding

oversimplification, considering other interpretations, and tolerating ambiguity.

These are tasks that students are afraid of, and the question is, why? The resounding

answer is that students are yet to develop their critical skills. In my estimation, primary education

is falling prey to rote learning. I am more than happy for the change from the Grade Six

Achievement Test to the Primary Exit Profile. Hopefully, we can see some changes in our

students. So how do you teach critical thinking to students to solve the problem of rote learning?

Thinking skills develop best. Smith believes, when students are explicitly taught; instead of

showing the answers, students are taught procedures. Critical thinking can only be developed in a

student-centered classroom where the teacher is not the center of attention [ CITATION Smi19 \l

1033 ].

Dr. Karla Hylton (2016) in her article, explained that Jamaican students who have

developed critical thinking skills demonstrate the following abilities: identify problems, identify

similarities and differences formulate, suitable questions, generate new ideas, distinguish

between fact and opinion relate cause with effect, process and analyze information, recognize

bias, identify assumptions, think creatively, decipher problems, plan for the future, and predict

consequences [ CITATION Hyl16 \l 1033 ].

2.2 Critical Thinking Dispositions

A critical thinking disposition can be defined as the consistent internal motivation to

engage problems and make decisions through the use of critical thinking (Facione et al.,

1996) and is a measure of the tendency towards critical thinking (Stedman and Andenoro,
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 9

2007). Critical-thinking dispositions are attitudinal and can be developed, although their

development may take longer than the development of critical thinking skills. Approaches that

develop critical thinking skills can also improve critical thinking disposition (Tishman and

Andrade, 1996). Research has suggested that, being inherently linked, both critical thinking

skills and disposition should be developed together (Kitchener and King 1994). This was

supported by Facione et al. (1995), who argued that, as skills and dispositions are mutually

reinforced, they should be modelled and taught together. Importantly, critical thinking

dispositions are precursors and gateways to critical thinking activity. A lower disposition is less

likely to result in meaningful critical thinking that leads to problem solving, solutions, and

decision making, whilst a higher disposition would be more likely to lead to these outcomes

(Irani et al., 2007) [ CITATION Bel15 \l 1033 ].

Two frequently adopted measurement instruments for critical thinking dispositions

are the California Critical Thinking Disposition Inventory (CCTI) (Facione, 2001), and the

University of Florida Engagement, Cognitive Maturity and Innovativeness assessment (UF-

EMI) (Irani et al., 2007), which was developed from the former. The UF-EMI instrument has

been used to investigate critical thinking disposition across a wide range of academic study,

including emotional intelligence (Stedman and Andenoro, 2007), the development of study

programs (Lamm et al., 2011), and problem solving (Friedel et al., 2008) [ CITATION Bel15 \l

1033 ]. There are seven constructs that have been identified in the California Critical Thinking

Disposition Inventory (CCTDI), and they consist of: truth-seeking, open-mindedness, analyticity,

systematicity, inquisitiveness, critical thinking self-confidence, and maturity of judgment

(Facione, 1992)[CITATION Ste07 \l 1033 ]. Three examples of dimensions (constructs) of critical

thinking disposition are described (Irani et al., 2007; Ricketts and Rudd, 2004) below:
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 10

Engagement is the predisposition to look for and anticipate situations that require

reasoning, the use of reasoning skills, and confidence in one’s belief to reason, solve

problems, and make decisions. Engagement results in a desire to use reasoning and

communicate the reasoning process used to come to a decision (Irani et al., 2007).

Cognitive maturity is the predisposition to be aware of the complexity of

problems, open to the viewpoints of others, aware of predispositions and biases of one self and

others, and to consider these factors objectively before making decisions. Cognitive maturity

results in an acceptance that problems are often more complex than they may first seem and as

such there may be more than one appropriate solution.

Innovativeness is the predisposition to seek out new knowledge, be intellectually curious,

and seek out the truth. Individuals displaying innovativeness want to know more about their

profession, their life and the world around them, even if this is at odds with their own beliefs and

opinions. They are constantly seeking new knowledge (Irani et al., 2007; Ricketts and Rudd,

2004) [ CITATION Bel15 \l 1033 ].

2.3 Emotional Intelligence

All human activity is influenced by and influences emotion (Damasio, 2000). To handle

emotion well, we need emotional intelligence which concerns our sensitivity to and artful

handling of our own and others’ emotions (Goleman,1995). In many ways, emotional

intelligence may be considered as among the most promising of the “new constructs” emerging

in psychological science that are directed towards improving social adaptation (Matthews,

Zeidner, & Roberts, 2002).

Emotional intelligence is rooted in the work of Thorndike (1920) who explained that

social intelligence is “the ability to understand and manage women and men, boys and girls – to
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 11

act wisely in human relations” (p. 228). Jensen (1998) notes social and emotional education

could be education’s missing piece, specifically for K-12 and potentially for higher education.

Emotional intelligence can be broken down into two areas as outlined by Salovey and Sluyter

(1997). The areas are the understanding of emotion and the understanding of intelligence, which

are concretely united in an effort to delineate the idea of emotional intelligence (Akers, Miller,

Fraze, & Haygood, 2002). Thus, educators are forced to explore creative means of delivering

curricula which expose students to emotional intelligence and develop specific areas of

emotional intelligence, much like critical thinking. Success in the business world depends on

both academic ability and social and emotional skills (Goleman, 1995). The four core

competencies of emotional intelligence are as follows (Salovey & Mayer, 1990): the ability to

accurately perceive, appraise, and express emotion; the ability to access or generate feelings on

demand when they can facilitate understanding of oneself and another person; the ability to

understand emotions and the knowledge that derives from them; the ability to regulate emotions

to promote emotional and intellectual growth [CITATION Ste07 \l 1033 ].

The four skills of emotional intelligence mentioned in Salovey and Mayer's model are

interdependent skills so that mastering in one skill affects mastery in other areas; here we briefly

describe the four skills; the first skill perceives emotions – the ability to detect and decipher

emotions in things, arts, legends, and music including the ability to identify one's own and others'

emotions; the second skill is using emotions to facilitate thinking- the ability to use or create

emotion for attracting attention, conveying feelings or engaging in cognitive processes such as

reasoning, problem solving, and decision making; the third skill is understanding emotions – the

ability to comprehend emotional information, cause of emotion and the ability to recognize and

describe how emotions evolve, combine and convert; the forth skill is managing emotions – the
 RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 12

ability to be open to emotions and use effective strategies to promote understanding and personal

growth [ CITATION Bah15 \l 1033 ].

Self-awareness emerged from these four core emotional competencies as a governing

tenet for the development of emotional intelligence. Self-awareness refers to the ability to

recognize a feeling as it happens (Goleman, 1995). This ability is paramount for students

exploring service in leadership positions. Goleman noted that “the ability to monitor feelings

from moment to moment is crucial to psychological insight and self-understanding” (p.43). He

further asserts that if individuals fail to recognize their true feelings, it can be detrimental.

“People with greater certainty about their feelings are better pilots of their lives, having a surer

sense of how they feel about personal decisions, from who to marry, to what job to take” (p. 43)

The use of emotional intelligence can lead to productive outcomes at the individual and

organizational level (Weisinger, 1998). This is further confirmed by the overwhelming majority

of employers who feel emotional intelligence, specifically self-awareness, is critical to success in

business (Goleman, 1998). High self-awareness is the foundation from which all other emotional

intelligence stems from (Weisinger, 1998). Self-awareness if is highly correlated with positive

social interaction (Lopes, Brackett, Nezlek, Schultz, Sellin, & Salovey, 2003) [CITATION Ste07 \l

1033 ] .

Chapter 3. DISCUSSION
3.1 Introduction

In his discourse on critical thinking in the Jamaican classroom Lorenzo Smith (2019) concluded that

students at all levels of the Jamaican education system do not know how to recognize and utilize their higher-

level skills [ CITATION Smi19 \l 1033 ]. This demonstrates, hence, that there is a lack in the ability to think

critically and a very low level of critical thinking disposition in the nation’s student population. As the
 RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 13

researcher set out to demonstrate that developing emotional intelligence will result in the development of

critical thinking dispositions and subsequently, the creating a culture of critical thinking amongst Jamaicans,

it is first necessary to how emotional intelligence is to be both taught to students, practiced by educators,

recommended to parents, and embraced by the community. Secondly, the relationship between critical

thinking and critical thinking disposition in the context of the Jamaican society will be discussed.

3.2 Introduce Emotional Intelligence in the Jamaican Classroom

S. Reid (2017), in the article “Learning Re-Imagined | Social emotional learning, the critical link to

academic success” described a scenario in which a young Jamaican boy, after being chastised harshly by his

mother, reminded her that that was not the way in which she should have responded. The boy also asked his

mother if it is ok for him to respond to persons in school and the community in the same way she did. The

essence of the scenario is the parent did not practice emotional intelligence.

For many of us, emotional intelligence might not be honed in the early school years. For us, we were

told to go to school and get good grades. In return, we would be clothed, fed, and taken care of, wrote Reid.

This was all subject to good grades and not bringing home any notes from teachers and definitely not

requesting their presence at school. According to the writer, while we may all understand the concept of

emotional intelligence, no one ever taught us that "feelings", and being able to manage them, would

contribute to a holistic and even more academically sound student and critically, the life after school.

Research continues to show overwhelmingly that the introduction of social & emotional learning (SEL)

within the academic curriculum helps students to achieve academic and pro-social objectives. In fact,

according to CASEL (the Collaborative for Academic, Social and Emotional Learning), SEL improves

achievement at a percentile average of eleven per cent.

Reid explains that in an elementary or primary framework, the courses may be delivered through

interdisciplinary methods such as art, music, or dramatics, where children learn life skills honesty, kindness,

and empathy - which later translates to them understanding anti-bullying messages and leads to fewer
 RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 14

behavioral problems in schools. As children progress into their teens, Reid suggests, playground problems

transition to academic stress, questions about dating, body image, and even navigating authority figures at

home and in the school system. A whole social emotional evidenced-based curriculum in schools is centered

on learning objectives and is most impactful not only when delivered by a licensed and trained counsellor,

but when all stakeholders within the community (parents, teachers, and students) receive SEL training and

speak the same "common language".

To implement this programme in schools will take some work, but with a consistent SEL programme

in schools, children learn five key life skills that they apply to their ways of working: self-awareness, self-

management, social awareness, relationship skills and responsible decision making. There are also these

additional eight ways to get children to learn emotional intelligence: embed social and emotional learning

into your teaching practices; engage students in problem-solving; instill perseverance and determination;

model and impart respect; incorporate character education; encourage students to develop and share

opinions; impart resiliency; and, stress empathy and caring behavior [ CITATION Gor19 \l 1033 ].

Reid adds that, if we believe in the adage that it takes a village to raise a child, then all members of the

community should have access to techniques and resources that they are able to use for the betterment of

student life. In looking deeper, we will recognize that most parents treat their children in direct agreement

with or opposition to how they received their own parenting. Add to this the complexities of having multiple

children with multiple temperaments, then place all these multiple cultures, temperaments, and family styles

together in school each day, and you have a recipe for chaos if children are not taught sooner rather than

later, these key life skills.

Investing in the community as a whole includes parent coaching, student coaching and teacher

coaching and assisting the easy navigation in conversation between user groups e.g., Student-Student,

Teacher-Parent exposure to SEL techniques at an early age means our children are better able to self-

regulate, to identify potential problems, and to seek correct sources instead of alternative solutions, which

may include gangs, promiscuous activity, drug, and suicide.

 RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 15

The benefits of SEL extend beyond the academic career and influence a person's ability to manage

social and professional interactions with diverse, multicultural environments and how to correctly assess

situations and apply immediate and suitable decisions.

Reid concludes that as we progress into a "flat world", we are continuously challenged to work and

socialize with "our differences" and must acknowledge that the world we are creating for our children will

focus less on academic prowess and more on their ability to understand and identify, interact, connect, and

manage the differences that make us human [ CITATION Rei17 \l 1033 ].

3.4 How can developing emotional intelligence help in developing critical thinking in
education in Jamaica?

Recognizing from the literatures that there is the significant mutual relationship between emotional

intelligence and critical thinking disposition, Jamaican educators and education leaders should seize the

opportunity to work on either one construct while reaping the benefits of the correlating construct. For

example, a teacher may teach his or her students to be emotionally intelligent and at the same time indirectly

promoting the students’ critical thinking disposition. Teachers, however, first of all, must teach with

emotional intelligence. This includes: creating a positive emotional climate; recognizing and working with

the feelings of teachers themselves and of the students; using listening skills with groups as well as with

individuals; dealing with students’ expectations; and having a developed self-awareness (Mortiboys, 2012).

Alternatively, for instance, educators may emulate the learning model using business simulation to

encourage critical thinking disposition (Bell & Loon, 2015) and indirectly developing the emotional

intelligence of students provided that the content of the simulation is suitable for the student cohort in terms

of experience, knowledge, and complexity (Moizer, Lean, Towler, et al., 2009; Sutcliffe, 2002). Let students

get into the habit of using them whenever it is appropriate, do not just acquire the skills, but value them – and

use them; in short, become a critical thinker and emotionally intelligent person [ CITATION Con15 \l 1033 ].
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 16

Chapter 4. Conclusion

The question of why teach critical thinking will always be raised amongst researchers. The

simplest response that can be offered to this question is that students are seen as too often being

passive receptors of information. Through technology, the amount of information available today

is massive. This information explosion is likely to continue in the future. Students need a guide to

weed through the information and not just passively accept it. Students need to develop and

effectively apply critical-thinking skills to their academic studies, to the complex problems that

they will face, and to the critical choices they will be forced to make as a result of the information

explosion and other rapid technological changes.

Critical thinking involves questioning. It is important to teach students how to ask good

questions, to think critically, in order to continue the advancement of the very fields we are

teaching. Every field stays alive only to the extent that fresh questions are generated and taken

seriously. It is my strong belief that if more of us as educators were practicing the critical-thinking

approach, we would see different results in our CSEC and CAPE examinations. We would also

see better citizens, people who can reason with a voice of logic.

As we plan for a secure and prosperous future, educators must create a people of critical thinkers

so that Jamaica can be the place of choice to live, work, raise families, and do business [ CITATION

Smi19 \l 1033 ].
RUNNING HEAD: EMOTIONAL INTELLIGENCE AND CRITICAL THINKING 17

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Bell, R., & Loon, M. (2015). The impact of critical thinking disposition on learning using
business simulations. The International Journal of Management Education, 119-125.
Gordon, S. (2019, October 22). Strategies for Teaching Children Emotional Intelligence.
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Hylton, K. (2016, March 3). Critical Thinking in Jamaica. Retrieved from Uwi Mona .
Kang, F.-L. (2015). Contribution of emotional Intelligence towards graduate students’critical
thinking disposition. International Journal of Education & Literacy Studies, 1-7.
Reid, S. (2017, September 29). Learning re-imagined: social-emotional learning, the ritical link
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imagined: social-emotional learning, the ritical link to academic success
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