At present we don’t give any acknowledgement to the key fact that people can, and must, continue to grow internally and make psychological progress across life. We don’t typically have any clear sense of what that progress looks like – and how we might encourage it. We struggle alone. That’s why, in a better world, we’d keep going to school, just a very different school to the one we knew as kids: a school of life that would help us with the ever-tricky and unfinished business of becoming that elusive thing: a real grown-up.
Our societies have a huge collective regard for education; but they are also oddly picky in their sense of what we can be educated in. We accept that we will need training around numbers and words, around the natural sciences and history, around aspects of culture and business.
But it remains markedly strange to imagine that it might be possible – or even necessary – to be educated in our own emotional functioning, for example, that we might need to learn (rather than just know) how to avoid sulking or how to interpret our griefs, how to choose a partner or make oneself understood by a colleague.
The task before us is therefore how we might acquire a set of emotional skills that could reliably contribute to a capacity for ‘emotional intelligence’.
Emotional intelligence is the quality that enables us to negotiate with patience, insight and temperance the central problems in our relationships with others and with ourselves. It shows up around partnerships in a sensitivity to the moods of others, in a readiness to grasp what may be going on for them beyond the surface and to enter imaginatively into their point of view. It shows up in regard to ourselves when it comes to dealing with anger, envy, anxiety and professional confusion. And emotional intelligence is what distinguishes those who are crushed by failure from those who know how to greet the troubles of existence with a melancholy and at points darkly humorous resilience.
The idea of emotional education therefore remains at once deeply relevant and widely neglected. The challenge before us is to break down emotional intelligence into a range of skills, a curriculum of emotional skills, that are at work in wise and temperate lives. We should be ready to embark on a systematic educational programme in an area that has for too long, unfairly and painfully, seemed like a realm of intuition and luck.
Emotional education properly understood encompass all areas of experience and it is no less of a folly to imagine that each new generation should work out for themselves how relationships work than to insist that they try to reinvent physics or the laws of economics every twenty-five years. _____
Our intensive workshops provide an opportunity to work with leading members of Nikos Marinos Consultancy over the course of a highly structured session.
All workshops are carefully tailored to the individual needs of the group. Sessions are preceded by an orientation meeting to ensure your objectives are met.
Sessions are led by collaborators of Nikos Marinos Consultancy.
Sessions can take place at Nikos Marinos Consultancy in Paris, France or at your company's premises for 10 - 25 participants.
This workshop can take place over 3 hours, a half day or a whole day depending on your requirements and budget.