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EFFECT yoga and meditation on emotional intelligence B. Ed students (pilot study conducted during 2007-08)

Mr. Narendra Sidhaye and Ms. Anjali Anaspure

Inroduction

In early 2010, world population stood more than 6.7 million dollars, nearly half the population is below the poverty line. When we stop for a moment and he sees everywhere, we find suffering, pain disorder, war, discord, distrust, insecurity and abundance of conflicts. There is an enormous egoism present in humans, which all sorts of miseries and evils in society. We have become narrow-minded and selfish to the extent we do not hesitate to torture others for the sake of our happiness. The reptile brain, the oldest of our brain, acts on the instinct of survival. The brain regulates basic life functions, generates strong primitive emotions needed for survival (lust, fear, aggression), it was ordered and is far from the central executive (the neo cortex.)

Recent research has shown that teachers have great potential to influence the outcome student teaching. There is substantial evidence indicating that schools make a difference in student performance and significant factor this difference is attributable to teachers. In particular, differential teacher effectiveness is an important determinant of differences in learning students. Effective teachers believe they can make a difference in the results of student learning and teaching in a manner that reflects the conviction. teacher effectiveness is closely associated with teacher effectiveness, which in turn is heavily dependent on emotional intelligence. Therefore, always useful for teachers if the intervention can be improved.

Although research on the concept of emotional intelligence in children, studies to date have shown that emotional intelligence "Explain the differences in the criteria of real life, even after several other steps in the right set are controlled by". Teachers have reviewed the school-age children with emotional intelligence than less aggressive and more prosocial than their peers.

Teachers within society are also lower for the values of society. Not a day goes by without stories with bad news for teachers conduct, harassment of students, teachers indulgence in acts of aversion severely beat his students, the indifferent attitude, lack of commitment to work, so teachers defects are reflected in their students and, ultimately, in society, continuing the vicious circle. To complete this cycle is probably important EI to develop future teachers so they can self-regulate their feelings and see broadmindedly on various issues of life. This will not only help improve the education system but also in reforming society. According to Henry Adams, "A father gives life, but as a father who does not give more, a murderer is alive, but their work is complete. A teacher effects eternity, you can never tell where his influence stops. "

  Yoga and meditation

The word yoga comes from a Sanskrit word which means yoke or union. Traditionally, yoga is a method union of the individual self with the Divine, Universal Spirit, or Cosmic Consciousness. The physical and mental exercises are designed to help achieve this goal, also called self-transcendence or enlightenment. On the physical level, yoga postures, called asanas, are designed to tone, firm and align the body. These positions are to the spine supple and healthy and encourage blood flow to all organs, glands and tissues, keeping all body systems healthy. Mental level, yoga uses breathing techniques (pranayama) and meditation (dhyana) to soothe, clarify and discipline the mind. We must never forget that yoga is not a religion but a way living with mental health and peace. Yoga probably originated in ancient India and is one of the surviving philosophical systems in the world. It is the gift of The most ancient Vedic philosophy is now a modern world.It secret that yoga harmonizes mind and body resulting in substantial benefits. Yoga through meditation works remarkably to achieve this harmony. In fact, they work together toward the common goal of unity of mind, body and spirit – a state of eternal happiness. It broadens the outlook of a person to life. Our emotions seem to be associated with our mind and that is what makes humans different computer systems.  

EMOTIONAL INTELLIGENCE

The term emotional intelligence (EI) has been popularized by Goleman argued that emotional intelligence can be as powerful and sometimes more powerful than the emotional intelligence IQ was convened for the first time in the academic literature in 1990 and is defined as "The ability to manage his own feelings and emotions of others, to distinguish between them and use this information to guide thought and action. "Mayer, Salovey, Caruso and more refined Sitarenios Include your definition of emotional intelligence is the" ability to recognize the significance emotions and relationships and to reason and solve problems based on them. "

The late twentieth century witnessed an unprecedented wave scientific studies on emotion, so far almost unexplored, because the state sensitivity in mental life was devalued by the reductionist approach of science. There was a time when IQ was considered the main determinant of success in life, but in the last decade, the psychologist Daniel Goleman argues that emotional intelligence is more important. It is increasingly clear that no IQ tests measure skills that matter most in life. Societies define intelligence in terms of context of society, such as preliterate societies depend on skills-based education for action in the context in which it is used. technology companies require abstract reasoning skills transmission through formal education. Therefore what is defined as an intelligence in a technological society reflects factors that make success in school. famous scientists said their findings seem to just follow the revelations mystics of the past and even arrogance skeptical Freud wrote: "Everywhere I go, I think the poet has been there before me. "Poets and mystics have always known that real intelligence is a combination of head and heart, thought and feeling.

Many existing measures of intelligence emotional, both the ability (MSCEIT) and self-evaluation (SSRIs), owes its development to a theoretical framework proposed by Salovey and Mayer. Model was revised in 1997, which describes in detail a model of four branches of emotional intelligence: "the management" "Understanding," "With" and "identify" the emotions. It is based on the authors' commitment to deepen the understanding of emotional intelligence as the ability and is described as being both hierarchical and development. Each of the four branches is considered as the balance of skills related to emotional intelligence, ie the ability to: a) identify the emotions b) use emotions to facilitate thinking, c) understand emotions and d) managing emotions to promote personal growth.

A model the ability of emotional intelligence suggests that the skills of emotional intelligence can be taught and that individuals can learn and improve skills in all four branches of emotional intelligence. For example, a teacher who is weak in the second part emotional intelligence, using emotions, may be assisted to acquire the skills necessary for the "use different emotions to encourage different approaches to solving problems. "

The development of intelligence B. Emotional Ed students led to the development of skills and attitudes that enable them to develop empathy with their students will become tomorrow's leaders. In a context where the teacher's role in promoting active citizenship States (Education Council, 2006), capacity teachers to be "emotional work" is at the heart of their ability to participate in educational development. The National Curriculum Framework (2000) has also attached importance to spiritual quotient (SQ) and intelligence quotient (IQ) and emotional quotient (EQ) for development. emotional quotient covering various related components that enhance emotional intelligence.

Study of related literature

A careful reading of related studies revealed that a number of investigations have been conducted and are currently in yoga, meditation and emotional intelligence of children of school age. However, no research has been conducted to study the effect of yoga and meditation in IE B. Ed students. Thus, this study was conducted to determine the effect of yoga and meditation Emotional Intelligence B. Ed students, teachers either.

DEFINITIONS OF TERMS

Terms of yoga meditation, emotional intelligence has been defined in previous sections.

B. Ed students: Students studying in the Department of Education TMU, Pune, during the academic year 2007 – 2008, in order to graduate. Also called on teachers or students for future teachers.

  Study Objective

  The main objective the study was to investigate the effect of yoga and meditation on intelligence B. Emotional Ed students.

Study Assumptions

Yoga and meditation has a significant effect on Emotional Intelligence B. Ed students.

Null

Yoga Meditation has no significant effect Emotional Intelligence B. Ed students.

Study variables

Independent variable: Yoga and Meditation

Dependent Variable: Emotional Intelligence

SCOPE AND LIMITATIONS OF THE STUDY

This study was limited to 56 B. TMU Ed students, Pune, with a degree in the year 2007 – 2008

Methodology study

This was an experimental study. Single group pre-post test design the test was used.

Study the procedure

Phase 1: Pre-test

B. Emotional intelligence students Ed was measured using MSCEIT (Emotional Intelligence Mayer Salovey Caruso Test)

Phase 2: experimental phase

The program TMU was a month Yoga Training B. Ed students. Therefore, it is very easy to administer the experiment. The domain experts were invited doing yoga for one hour every morning for one month, except Sunday. The yoga session was followed by meditation under the direction Mr. Narendra Sidhaye for 20 minutes.

Phase 3: After the test

B. Emotional Intelligence Ed Students are evaluated again using MSCEIT.

Phase 4: Analysis and Conclusions

The results of the pretest and posttest were analyzed and compared in order to achieve the final conclusion.

  STUDY SHOWS

A purposive sample of 56 students Bachelor of Education course TMU, Pune has been chosen for the experimental study today.

  TOOL

To measure emotional intelligence, MSCEIT ((Mayer Salovey Caruso Emotional Intelligence Test) was chosen because it has higher reliability and validity. But in the Indian context, is it likely to have scored below the U.S. counterparts in general. Staff Summary Report each student was obtained. For analysis, the total score was used IE though.

STATISTICAL TECHNIQUES

The differences in the pretest and posttest results were calculated to produce the increases in student achievement. The increase average scores, standard deviations and the justification for the pretest and posttest were calculated. The t-test was used to determine whether Significant differences in the results of the pretest and posttest.

RESULTS

Results for the entire group are summarized in the table below.

The correlation coefficient, r = 0.752 (for 2 test scores)

TEST

N

MEDIA

SD

Importance Level

t value

Calculated

value t

Table

pretest

56

77.86

10.47

0.01

5.64

2.39

Test message

56

88.12

11.79

0.005

2.67

Although the significance levels (0.01 and 0.005), the calculated t value is much higher than the table. Therefore, the null hypothesis should be rejected. Therefore, we conclude that there is a significant increase IE B. Ed students because of yoga and meditation.

CONCLUSION

  Study results have practical implications for the design of educational interventions and training aimed at improving emotional intelligence students, the leaders of tomorrow. This reflects the importance of including yoga and meditation programs to improve intelligence emotional plays a key role in all aspects of life. Must be practiced regularly, not only by B. Ed students, but also by students at different levels to develop a better understanding of emotions and feelings of others, paving the way for success in chosen career.

S ELECTED REFERENCES

Anderson, L. (2004) Increasing the effectiveness of teachers (2 nd edition), International Institute for Educational Planning. Retrieved from http://unesdoc.unesco.org/images/0013/001376/137629e.pdf

Charlu, MK (1971) Philosophy of Education Bhagwad Gita, MB Buch survey of educational research, Baroda, Centre for Advanced Studies Education.

Das, K. (1975) The concept of personality in Sankhya, Yoga and Gita, MB-thirds of survey research in education (1978-83) Buch New Delhi: NCERT.

Hella, K. (2004) Emotional Intelligence and Spiritual Development: Paper presented at the Education Forum and education reform sponsored World Council for Integrated Education in Santa Cruz. Retrieved from http://chiron.valdosta.edu/whuitt/CGIE/guela.pdf

Goleman, VD (1998) Working with Emotional Intelligence:. New York Books Bentam.

Justice, M. (2005) "Intelligence emotional in teacher training and practice, Unpublished raw data presented at the Institute in 2005 on emotional intelligence, Texas A & M-Kingsville, Texas.

Mayer, JD, Salovey, P., & Caruso, DR (2000) Models of emotional intelligence, Handbook of Intelligence (Pp. 396-420). Cambridge, England: Cambridge University Press.

Satsang, PS (October 2, 2007) Scientists from indirect measure of spirituality: Speeches published in The Herald Dayalbagh:. Dayalbagh Agra Press and Publication (P) Ltd.

Siegel, D. (1999) The spirit in Development, New York: Guilford Press.

Sharma, RR and Shivhare, N (2008) Effect of awareness of science teacher trainees EI: Research conducted in M. Ed level available on Scribd.

Victor J. Stenger (2006) Physics mystical science has found the way to the last? Accessed September 12, 2007, http://www.colorado.edu/philosophy/vstenger/Quantum/mystic.pdf

Strongman, KT (1978) The psychology of emotions, from New York: John Willey and his son.

Benefits of yoga, meditation http://www.healthandyoga.com/html/yoga/Benefits.html

Yoga and related disciplines found at en.wikipedia.org / wiki / Yoga July 25, 2007.

About the Author

      Mr. Narendra Sidhaye (B. E. Mech. and M. Ed.) is founder chairman of Creative Engineers. He is working as an Independent Researcher in the Field of Education for last 15 years.

      Mrs. Anjali Anaspure (M. Sc. Math, M.Ed. and SET) has worked as Lecturer in Education in TMV, Pune. She has Research Experience of 12 years in educational field.

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