Developing Students’ Emotional Intelligence with Buddhist Principles

Abstract

This research aimed to 1. study the concept of emotional intelligence theory of students, 2. study the Buddhist principles appropriate for developing emotional intelligence of students, and 3. analyze the development of emotional intelligence of students with Buddhist principles. The research used a qualitative method by studying documents and conducting in-depth interviews with 20 informants, who were purposively selected from 5 groups: religious scholars, community leaders, teachers, parents, and those close to students. A structured in-depth interview was used and the data was analyzed by categorizing and creating main themes. The research results found that 1. The emotional intelligence of students consists of 5 important components: self-awareness, emotional control, internal motivation, understanding others, and social skills, all of which are emotional characteristics that are important for self-development during school age, directly affecting behavior, learning, and adaptability both individually and in groups of classmates. 2. The appropriate Buddhist principles for developing emotional intelligence of students are the 4 divine states of mind: loving-kindness, compassion, mulita, and equanimity. Metta emphasizes cultivating gentleness and self-acceptance, karuna helps to promote understanding and helping others, mulita helps to create a positive attitude towards others’ success, and equanimity promotes mindful trust and emotional stability. These four principles are consistent with the development of EQ as a whole, both internally and externally. 3. Integrating the principles of the 4 divine states of mind into learning activities, training, and communication in the context of educational institutions helps to promote the development of students’ emotional intelligence systematically, especially in terms of emotional control, developing positive attitudes toward others, and managing conflicts constructively. Students behave more appropriately, express themselves politely, are mindful of others’ feelings, and are able to effectively build positive relationships in the school community.