03.35
Parental anxieties concerning IQ assessment raise some serious concerns.

05.30
Modern research identifies a multiplicity of intelligences.

06.45
Emotional intelligence is deemed to be more profoundly significant than academic intelligence.

08.45
Case study of an innovatory course in emotional intelligence at a London school, with learning about the structure and function of the brain as the starting point to learning emotional intelligence.

11.35
Understanding of brain architecture reveals the emotional brain’s power to override and control the thinking brain.

13.18
An approach to developing understanding of anger management and impulse control.

17.07
An impulse control and delayed gratification experiment – ‘The Marshmallow Challenge’ – reveals
unexpected and startling results.

23.20
Research methods to teach children how to delay gratification and instead pursue important personal goals.

24.34
Progress report of school-based emotional intelligence course.

28.05
Understanding relationship conflicts plays an important part in the emotional curriculum.

29.40
Pupil and parental reflections on attitudinal and behavioural outcomes of emotional education.

37.00
Experts question the real value of current formal education for preparing children to meet the needs of a rapidly changing world.

40.25
Teaching children to appreciate the values of teamwork.

43.51
Modern brain research offers some critical insights into children’s emotional development.

46.15
Pupils reflect upon their learned emotional competencies.

47.18
An education expert concludes:
Of course this is common sense but it’s a kind of uncommon common sense which gets over-ridden by the obsession with measuring, with performance, with SATs, with exams, with all that anxiety… The function of education can be not just to help people get better GCSEs but actually to take out of school transferable, practical, real-life, general purpose learning abilities and competencies, and that really would be the Holy Grail of education.