1. SEEING WITH THE HEART: THE LINK
BETWEEN EMOTIONAL INTELLIGENCE
AND CULTURE
PROFESSOR DR ANNE BAMFORD
2013

2. • The child is a possessor of culture, imagination and language, the
creator of worlds, a co-researcher, and a critical reflector. The
child is not just as an adjunct to the adult project of educating but
is a member of a viable and different group known as children
that must be understood and honoured if education is going to
have success.

3. SUCCESSES IN LIFE AND SUCCESSES IN
EXAMINATIONS DO NOT SHOW A HIGH LEVEL OF
CORRELATION.
In a results orientated society it is by no means strange that the reputations of politicians,
parents, and teachers are usually based on short-term measurable outcomes.

4. FACTORS INFLUENCING SUCCESS:
• That no results of test are published in the press
• That in no application or testimonial related to a teaching post
shall there be reference to such results
• That personal interview is the best practice for determining
suitable transfers
• That it be understood that there is as much , if not more virtue in
educating the child who never passes an exam as there is in
teaching a clever child.
• “It is a changed outlook that will be the greatest value in putting
the whole question of examinations in its proper place.”

5. ASHRIDGE STUDY
1. Doing is more important than knowing
2. A need for immediacy
3. Trial and error approach to problem solving
4. Low boredom threshold
5. Multitasking and parallel processing
6. Visual, nonlinear and virtual learning
7. Collaborative learning
8. Constructivist approach

6. … AND SKILLS THEY LACK
• Budgeting and finance
• Self-awareness
• Self criticism
• Risk assessment
• Taking criticism
• Written English
• Deeper level thinking
• Self-management
• Loyalty

7. Children
I want a school where there is:
• A feeling of well-being, including fun
and happiness
• A connection between the teachers
and the pupils
• Meaning making – a chance for me to
make sense of what I learn and to ask
questions
• Communication – people talk with me
not always at me
• Enlivened perception and alertness – I
am not bored and tired all day
• Sensations – significant experiences
that I remember and want to talk about

8. “ABOVE ALL, IT HAS TO BE REMEMBERED THAT
THE CHILD IS STILL A CHILD”
• Some method is needed in order to determine the type of education to which the child is
most fitted to proceed
• At present, much avoidable suffering and unhappiness is caused by the haphazard
manner by which the selection of individuals is made.

9. • The aim of the school should be to give a more abundant life,
not to covert the child into a stuffed machine that lets out the
appropriate package when the coin is inserted. Formal
instruction there must be. The child must learn to read, write
and carryout mathematical processes. But education is wider
than this. Free physical activities, the rudiments of the arts, the
child’s use of the power of dramatization, a fostering of curiosity
through the study of nature, open air education… all these have
a part to play. (1933)

10. The needs of the hour are:
• Independent thought
• A school that encourages the child
to be full of interest and full of zest

11. CHILDHOOD IS EVOLVING FASTER THAN EVER
BEFORE
• The significant decrease in strength scores since 1990
indicate that over the last 20 years children have become
less emotionally expressive, less energetic, less talkative
and verbally expressive, less humorous, less imaginative,
less unconventional, less lively and passionate, less
perceptive, less apt to connect seemingly irrelevant things,
less synthesising and less likely to see things for a
different angle. (Meta-analysis of test scores for over
300,000 American children and adults (Kyung Hee Kim,
2011)
• In a study where children were fitted with accelerometers
for a school day, it was found that children aged 7-8 spent
a higher proportion of their time in moderate levels of
physical activity in play sessions (61% ) than in PE (38%),
school break (4%), or lunch (36%)

12. A PEDAGOGUE IS A LOVER OF GROWTH
• Dialogical learning model (Ruf and winter, 2008)… classroom
instruction is a dynamic system of offer and taking up the offer. It is
effective if it succeeds in getting all persons involved and encourages
them to actively apply resources and competencies.
• Lived experiences are to the mind and soul what breath is to the body.
So-called ecstatic moments when a pupil is deeply moved by some
act of the teaching are life enhancing incidents. Dr David Brierley
• A total autotelic experience (auto=self, telos=goal) in a school life
often makes work meaningful which enables the worker to generate
new ideas, turning away from the mundane. Work becomes more than
a job… it becomes a vocation because it is personalized- it is
meaningful.

13. EMOTIONAL FACTORS INFLUENCING SUCCESS:
• The strength of the passions – the total amount of energy
available
• The amount of energy graded or under control
• The strength of control
We must relate to each other whenever possible, equally we need
to help students proceed from recognition to admiration and from
admiration to the enduring desire to pursue truth, beauty and
goodness. - Howard Gardner

14. Everyone has the right freely
to participate in the cultural
life of the community, to
enjoy the arts

15. United Nations, Universal Declaration of Human Rights,
10 December 1948. United Nations, International
Covenant on Economic, Social and Cultural Rights,
adopted by General Assembly resolution 2200A (XXI) of
16 December 1966 and entry into force 3 January 1976.
UNESCO, Universal Declaration on Cultural Diversity,
adopted on 20 November 2001. See www.unesco.org,
legal instruments. UNESCO, Convention on the
Protection and Promotion of the Diversity of Cultural
Expressions, adopted on 20 October 2005. UNESCO,
Convention on the Protection of the World Cultural and
Natural Heritage, adopted on 16 November 1972.
UNESCO, Convention for the Safeguarding of the
Intangible Cultural Heritage, adopted on 27 October
2003.Council of Europe treaty series, no. 199,
Framework Convention on the Value of Cultural Heritage
for Society, Faro, 27 October 2005. United Nations,
Declaration on the Rights of Persons Belonging to
National or Ethnic, Religious and Linguistic Minorities,
92nd plenary meeting, 18 December 1992

16. TEN ASPECTS OF QUALITY:
• Levels of risk taking
• Partnerships
• Flexibility of organisational structures
• Permeable personal and organisational boundaries
• Shared and collaborative planning
• Detailed reflection and evaluation practices
• Accessibility
• Utilization of local contexts
• Opportunities for presentation/publication
• Professional development

17. IMPACT TRACKING FRAMEWORK

18. PERSONAL

19. CURIOSITY• Observing a task
• Investigating
• Asking questions
• Seeking related materials
• Demonstrating levels of interest
• Extending the nature of his/her involvement with people/activities/the
provision
• Initiating involvement and interaction
• Extending the length of time he/she remains interested in an activity
• Interacting and communicating

20. CONFIDENCE
• Level of talking during activities
• When they approach and ask questions
• Initiation of talk with different people
• Trying new things – “having a go”
• Showing another how to do something
• Willingness to interact
• If they asked for materials to make/do something
• The ease with which relationships are formed and who they are
formed with
• The extent to which they use the provision independently

21. INDEPENDENCE
• Carry on doing things by themselves
• Select activities by themselves
• Patterns of play and interaction
• Links made between activities and how these are discussed
• Initiated planning
• Self direction and independent repetition
• Cooperative learning and helping one another
• Physical bearing and presence
• Taking risks
• Initiating new ideas
• Imaginative use of resources and space

22. CONCENTRATION
• Length of time taken at any one activity
• Body language in group activities
• The degree of interest in an activity
• Ability to question or add to discussions
• Involvement
• Nature of activities undertaken and any changes

23. SOCIAL

24. Dance is the art form that communicates
through the body. Roland Barthes, “My body is
a thought”

25. AN INCREASING ‘SENSE
OF COMMUNITY’
• Work and play cooperatively
• Get involved in group activities
• Make connections between events in their lives and at home and
at the cultural space
• Make connections between what has happened and what is going
to happen

26. CHANGES IN
LANGUAGES
• Observations including the types of languages (verbal, non-
verbal, dramatic, visual, musical etc) interacted with and their
behaviour within it
• Portfolios (samples of creative expressions)
• Photographs
• Involvement
• Confidence in their work and play
• Willingness to discuss what they are doing and to share it

27. CULTURAL

28. SENSE OF IDENTITY
AND CULTURE
• Observations of what they wear and the roles they play
• Discussion e.g. How they talk about their home/lives and
the connections they make between their lives and
experiences
• The connections that they make between their own
beliefs and culture and those of others
• Listening e.g. How they speak with each other / staff
regarding what they do

29. INNOVATION

30. PILLARS OF INNOVATION
THE EUROPEAN INNOVATION SCOREBOARD (EIS) BASED ON 29 INDICATORS OF INNOVATION
• Human capital
• Openness and diversity
• Cultural environment
• Technology
• Institutional and regulatory environment
• Creative outputs

31. HUMAN CAPITAL
• Hours on arts and cultural education in schools
• Number of arts schools per million people
• Tertiary students studying in the field of culture
• Cultural employment as a % of overall employment

34. ECONOMIC

37. C I F L G Z

38. EMPLOYABILITY
Surveys show that soft skills such as adaptability were more valuable to
employers than education or qualifications
NESTA have received evidence that suggests the soft skills employers
are looking for are (in order of stated importance):
• Communication skills
• Team working skills
• Confidence

39. EDUCATIONAL

40. PORTRAIT OF AN ARTS-RICH 20 YEAR
OLD
CATTERALL 2009 USA
• More likely to enrol in college/higher
education (> 17.6%)
• More likely to volunteer (15.4%)
• More likely to have strong friendships
(8.6%)
• More likely to vote (20%)
• 10% less likely to not be in either
employment or education at aged 20.

41. PORTRAIT OF AN ARTS-RICH 26 YEAR
OLD
CATTERALL 2009 USA,
• Continue to do better than people who
attended non-arts-rich schools.
• Found better jobs
(Arts poor students were 5
times as likely to report
dependence on public
assistance at age 26.)

42. IN MALTA
• The National Curriculum Conference (2000) identified a series of
national and international measures which had negatively impacted
upon creativity
• E.g. a rigid timetable, formal class-management protocol, syllabus
overload, discouragement of students from taking ownership of
learning, emphasis on competition and external rewards and
teachers' own limitations in the creative sector
• In 2002, the Education Division introduced the post of "creativity
teachers" with the aim of accelerating artistic development in schools.
There are currently around 150 ‘creativity teachers’ in schools in
Malta.

43. ETHICAL

44. Figure 3.8.4.1 Non-Norwegian-speaking background in the culture schools

45. CATALYTIC

47. BRAIN ACTIVATION
• Highly creative individuals had significantly
higher activation in both the left and right
cerebral hemispheres, specifically in the
areas associated with fluency, originality
and flexibility
• Higher activation in these areas could be
related to the vivid experience of insight,
emotions and perceptions present in
highly creative individuals.
• These combined with higher symbolic
abilities possessed mainly in the activated
frontal lobes might enable highly creative
individual to translate their experiences into
creative works.
Rosa Aurora Chavez-Eakle 2009

48. When I make art I feel alive. It is SO good. It
is good to show what you can do. I feel like I
have a lot to give. I can sing. It is vital to me.
I really wish I could give you the words for
your report about just how important the arts
are to me, but it is not just about the
English. I have the same problem in
Norwegian. I really can't say what it means.
The arts are beyond words. When I am on
stage it comes out through my singing and
through my dancing. Then you can see what
I mean, but I really want you to capture that
thing you can't describe in your report.
Pupil comment made during the study, January 2011

49. NEGATIVE LOSS

50. There seemed to be between
17-28% (averaged at
around 22%) negative
impacts of poor quality
programmes. Put crudely,
this meant that in a global
sense about ¼ of all the
arts and cultural
education a child receives
is likely to have a negative
impact

52. • Can we afford NOT to plan for children's
culture in the school system?

53. EDUCATION REQUIRES A GREAT DEAL OF
PATIENCE. HUMANISATION TAKES TIME.

54. THE RESULT OF CREATING FAST SCHOOLS IS
INSTITUTIONAL INDIGESTION, AND SIGNS OF
DISCOMFORT ARE NOW APPEARING.

55. SLOWLY DOES IT….
It is helpful to identify some aspects of the slow food movement:
• life is about more than rushed meals
• it draws upon tradition and character -- eating well means respecting
culinary knowledge and recognizing that eating is a social activity that
brings its own benefits. A respect for tradition also honours complexity
-- most sauces have familiar ingredients, but how they are combined
and cooked vitally influences the result.
• Slow food is about moral choices -- it is better to have laws that allow
rare varieties of cheese to be produced, it is better to take time to
judge, to digest, and to reflect upon the nature of "quiet material
pleasure" and how everyone can pursue it.

56. IN JAPAN…
Schools will pursue a radically different curriculum that offers students much more free time --
a deliberate departure from the extreme formality and relentless drilling so admired a decade
ago as the paradigmatic example of what schools should be like to regain the lead in the
global economy. A senior official of the Japanese Ministry of Education, Ken Terawaki, has a
convincing explanation:
"Our current system, just telling kids to study, study, study, has been a failure. Endless study
worked in the past, when . . . Japan was rebuilding. . . . But that is no longer the case . . .
telling them to study more will no longer work. . . . We want to give them some time to think."

57. THE CLOTHS OF HEAVEN
Had I the heaven's embroidered cloths,
Enwrought with golden and silver light,
The blue and the dim and the dark cloths
Of night and light and the half-light;
I would spread the cloths under your feet:
But I, being poor, have only my dreams;
I have spread my dreams under your feet;
Tread softly because you tread on my dreams.
W. B. Yeats