68. W. T. Grant Consortium on the School-Based Promotion of Social Competence, "Drug and Alcohol Prevention Curricula," in J. David Hawkins et al., Communities That Care (San Francisco: Jossey-Bass, 1992).
69. W. T. Grant Consortium, "Drug and Alcohol Prevention Curricula," p. 136.
Chapter 16. Schooling the Emotions
1. I interviewed Karen Stone McCown in The New York Times (Nov. 7, 1993).
2. Karen F. Stone and Harold Q. Dillehunt, Self Science: The Subject Is Me (Santa Monica: Goodyear Publishing Co., 1978).
3. Committee for Children, "Guide to Feelings," Second Step 4-5(1992), p. 84.
4. The Child Development Project: See, e.g., Daniel Solomon et al., "Enhancing Children's Prosocial Behavior in the Classroom," American Educational Research Journal ( Winter 1988).
5. Benefits from Head Start: Report by High/Scope Educational Research Foundation, Ypsilanti, Michigan (Apr. 1993).
6. The emotional timetable: Carolyn Saarni, "Emotional Competence: How Emotions and Relationships Become Integrated," in R. A. Thompson, ed., Socioemotional Development/Nebraska Symposium on Motivation 36 (1990).
7. The transition to grade school and middle schooclass="underline" David Hamburg, Today's Children: Creating a Future for a Generation in Crisis (New York: Times Books, 1992).
8. Hamburg, Today's Children, pp. 171-72.
9. Hamburg, Today's Children, p. 182.
10. I interviewed Linda Lantieri in The New York Times (Mar. 3, 1992).
11. Emotional-literacy programs as primary prevention: Hawkins et al., Communities That Care.
12. Schools as caring communities: Hawkins et al., Communities That Care.
13. The story of the girl who was not pregnant: Roger P. Weisberg et al., "Promoting Positive Social Development and Health Practice in Young Urban Adolescents," in M. J. Elias, ed., Social Decision-making in the Middle School (Gaithersburg, MD: Aspen Publishers, 1992).
14. Character-building and moral conduct: Amitai Etzioni, The Spirit of Community (New York: Crown, 1993).
15. Moral lessons: Steven C. Rockefeller, John Dewey. Religious Faith and Democratic Humanism (New York: Columbia University Press, 1991).
16. Doing right by others: Thomas Lickona, Educating for Character (New York: Bantam, 1991).
17. The arts of democracy: Francis Moore Lappe and Paul Martin DuBois, The Quickening of America (San Francisco: Jossey-Bass, 1994).
18. Cultivating character: Amitai Etzioni et al., Character Building for a Democratic, Civil Society (Washington, DC: The Communitarian Network, 1994).
19. Three percent rise in murder rates: "Murders Across Nation Rise by 3 Percent, but Overall Violent Crime Is Down," The New York Times (May 2, 1994).
20. Jump in juvenile crime: "Serious Crimes by Juveniles Soar," Associated Press (July 25, 1994).
Appendix B. Hallmarks of the Emotional Mind
1. I have written about Seymour Epstein's model of the "experiential unconscious" on several occasions in The New York Times, and much of this summary of it is based on conversations with him, letters to me, his article, "Integration of the Cognitive and Psychodynamic Unconscious" (American Psychologist AA (1994), and his book with Archie Brodsky, You're Smarter Than You Think (New York: Simon & Schuster, 1993). While his model of the experiential mind informs my own about the "emotional mind," I have made my own interpretation.
2. Paul Ekman, "An Argument for the Basic Emotions," Cognition and Emotion, 6,1992, p. 175. The list of traits that distinguish emotions is a bit longer, but these are the traits that will concern us here.
3. Ekman, op cit., p. 187.
4. Ekman, op cit., p. 189.
5. Epstein, 1993, p. 55.
6. J. Toobey and L. Cosmides, "The Past Explains the Present: Emotional Adaptations and the Structure of Ancestral Environments," Ethology and Sociobiology, 11, pp. 418-19-
7. While it may seem self-evident that each emotion has its own biological pattern, it has not been so for those studying the psychophysiology of emotion. A highly technical debate continues over whether emotional arousal is basically the same for all emotions, or whether unique patterns can be teased out. Without going into the details of the debate, I have presented the case for those who hold to unique biological profiles for each major emotion.
Acknowledgments
I first heard the phrase "emotional literacy" from Eileen Rockefeller Growald, then the founder and president of the Institute for the Advancement of Health. It was this casual conversation that piqued my interest and framed the investigations that finally became this book. Over the course of these years it has been a pleasure to watch Eileen as she has nurtured this field along.
Support from the Fetzer Institute in Kalamazoo, Michigan, has allowed me the luxury of time to explore more fully what "emotional literacy" might mean, and I am grateful for the crucial early encouragement of Rob Lehman, president of the Institute, and an ongoing collaboration with David Sluyter, program director there. It was Rob Lehman who, early on in my explorations, urged me to write a book about emotional literacy.
Among my most profound debts is to the hundreds of researchers who over the years have shared their findings with me, and whose efforts are reviewed and synthesized here. To Peter Salovey at Yale I owe the concept of "emotional intelligence." I have also gained much from being privy to the ongoing work of many educators and practitioners of the art of primary prevention, who are at the forefront of the nascent movement in emotional literacy. Their hands-on efforts to bring heightened social and emotional skills to children, and to re-create schools as more humane environments, have been inspiring. Among them are Mark Greenberg and David Hawkins at the University of Washington; David Schaps and Catherine Lewis at the Developmental Studies Center in Oakland, California; Tim Shriver at the Yale Child Studies Center; Roger Weissberg at the University of Illinois at Chicago; Maurice Elias at Rutgers; Shelly Kessler of the Goddard Institute on Teaching and Learning in Boulder, Colorado; Chevy Martin and Karen Stone McCown at the Nueva Learning Center in Hillsborough, California; and Linda Lantieri, director of the National Center for Resolving Conflict Creatively in New York City.
I have a special debt to those who reviewed and commented on parts of this manuscript: Howard Gardner of the Graduate School of Education at Harvard University; Peter Salovey, of the psychology department at Yale University; Paul Ekman, director of the Human Interaction Laboratory at the University of California at San Francisco; Michael Lerner, director of Commonweal in Bolinas, California; Denis Prager, then director of the health program at the John D. and Catherine T. MacArthur Foundation; Mark Gerzon, director of Common Enterprise, Boulder, Colorado; Mary Schwab-Stone, MD, Child Studies Center, Yale University School of Medicine; David Spiegel, MD, Department of Psychiatry, Stanford University Medical School; Mark Greenberg, director of the Fast Track Program, University of Washington; Shoshona Zuboff, Harvard School of Business; Joseph LeDoux, Center for Neural Science, New York University; Richard Davidson, director of the Psychophysiology Laboratory, University of Wisconsin; Paul Kaufman, Mind and Media, Point Reyes, California; Jessica Brackman, Naomi Wolf, and, especially, Fay Goleman.
Helpful scholarly consultations came from Page DuBois, a Greek scholar at the University of Southern California; Matthew Kapstein, a philosopher of ethics and religion at Columbia University; and Steven Rockefeller, intellectual biographer of John Dewey, at Middlebury College. Joy Nolan gathered vignettes of emotional episodes; Margaret Howe and Annette Spychalla prepared the appendix on the effects of emotional literacy curricula. Sam and Susan Harris provided essential equipment.