Some individuals have a greater capacity than others to carry out sophisticated information processing about emotions and emotion-relevant stimuli and to use this information as a guide to thinking and behavior. The authors have termed this set of abilities emotional intelligence (EI). Since the introduction of the concept, however, a schism has developed in which some researchers focus on EI as a distinct group of mental abilities, and other researchers instead study an eclectic mix of positive traits such as happiness, self-esteem, and optimism. Clarifying what EI is and is not can help the field by better distinguishing research that is truly pertinent to EI from research that is not. EI--conceptualized as an ability--is an important variable both conceptually and empirically, and it shows incremental validity for predicting socially relevant outcomes.

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Emotional intelligence: new ability or eclectic traits?

Proofs and refutations: the logic of mathematical discovery, by Imre Lakatos (edited by John Worrall and Elie Zahar). Pp xii, 174. £1·95 paperback, £7·50 hard covers. 1976. SBN 0 521 21078 X (Cambridge University Press)

The Positivist dispute in German sociology

A new theory of school effectiveness and improvement is outlined, based on the master concepts of intellectual capital, social capital and leverage, linked with the conventional concept of institutional outputs. Each master concept is defined in terms of two subsidiary concepts. Twelve specifically educational concepts are set within this framework to provide the theory. It is proposed that, through a simplified model, the range and fertility of the theory can be exemplified and tested in three specific casesthe changing nature of school effectiveness and improvement in knowledge economies, citizenship education and teacher effectiveness.

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A Capital Theory of School Effectiveness and Improvement

This paper explores the territory of leading as an embodied activity through the lens of the aesthetic category of ‘the beautiful’. Its starting point is that although much of the literature about effective leadership practice focuses on leadership behaviours, little is written about the way in which those behaviours are actually enacted. The musician, Bobby McFerrin serves as a case study for identifying three key aspects of leading beautifully: mastery, congruence between form and content, and purpose. These are further considered through reference to the concept of beauty as theorised by the philosophers Plato and Plotinus. The paper then considers how ‘leading beautifully’ might differ from other conceptualisations of leadership and discusses the particular insight it brings to understanding the nature of leading as a relational phenomenon.

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Leading beautifully: How mastery, congruence and purpose create the aesthetic of embodied leadership practice

Metaphysics as a Guide to Morals

The retreat to commitment

Educating the Virtues

People say at times: When I pray I kneel down before God; I banish everything else and I speak to Him; I suppress threefourths of my everyday vocabulary; I search out the rarest words and I avoid mentioning common things; I intend to be quite other t han I am. What shadows we are and what follies we pursue! Catholics know that the God of each of our days interests Himself in the most hi vial events of our daily life; in our most prosaic occupations and little worries . He moves about them all just as He moved among the dull-eyed children of Nazareth, the simple country folk of Gallilee and the proud and haughty rulers of Palestine, sowing the good tidings of His beatitudes.

Ronald Hepburn

Papers

Metaphysics as a Guide to Morals

The retreat to commitment

Educating the Virtues

The concept of prayer

Religious Aesthetics: A Theological Study of Making and Meaning