STRUCTURAL AND FUNCTIONAL ANALYSIS OF SPIRITUAL AND EMOTIONAL INTELLIGENCE IN THE FORMATION OF STUDENTS’
Received: 2026-07-16 17:30:21
Published: 2026-04-18
Abstract
The article examines the relationship between emotional intelligence and spiritual intelligence in the context of students’ moral and spiritual development. It traces the evolution of the concept of emotional intelligence, originally introduced by Peter Salovey and John D. Mayer and further developed in the works of Daniel Goleman, and interprets it pedagogically as a functional resource of the educational process. Particular attention is paid to the role of emotional intelligence in literature teaching, where it manifests through empathic engagement with literary texts, the development of emotional responsiveness, and students’ reflective abilities.
The concept of spiritual intelligence is analyzed as a meaning-making and value-oriented construct associated with an individual’s ability to comprehend existential questions and make moral choices. It is argued that, within the educational context, spiritual intelligence cannot be directly taught but develops indirectly through students’ engagement in activities involving value-based judgment and reflection. The paper substantiates the distinction between emotional intelligence, spiritual intelligence, and moral-spiritual development as different levels of analysis: psychological, semantic, and pedagogical. It is emphasized that emotional and spiritual intelligence serve as foundational conditions for moral and spiritual development, contributing to the formation of students’ value-emotional sphere. The study concludes by highlighting the need for theoretically grounded pedagogical models aimed at integrating emotional and spiritual development within school education, particularly in literature classes.
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