||boek: Sociale intelligentie|Nieuwe theorieën over menselijk gedrag|Contact

||door: Daniel Goleman

||taal: nl
||jaar: 2007
||druk: ?
||pag.: 430p
||opm.: softcover|zo goed als nieuw

||isbn: 978-90-254-1796-3
||code: 1:000444

--- Over het boek (foto 1): Sociale intelligentie ---

Sociale intelligentie is een belangrijk boek, Daniel Goleman laat ons zien hoe we beter in onze omgeving kunnen functioneren. Net als in zijn wereldwijde bestseller Emotionele Intelligentie herdefinieert Goleman in dit boek de betekenis van intelligentie en maatschappelijk succes.

De essentie: het heeft geen zin om in je eentje slim te zijn. Hoe je je ten opzichte van anderen gedraagt is minstens zo belangrijk voor succes en de ervaring van geluk.

[bron: https--www.bol.com]

'Sociale intelligentie' is een belangrijk boek: het laat ons zien hoe we beter in onze omgeving kunnen functioneren. Net als in zijn wereldwijde bestseller 'Emotionele Intelligentie' herdefinieert Daniel Goleman in dit boek de betekenis van intelligentie en maatschappelijk succes.

[bron: https--www.managementboek.nl/boek/9789047007418/sociale-intelligentie-daniel-goleman]

Emotionele intelligentie was niet alleen een enorme bestseller, maar bovenal een revolutionair boek waarin Daniel Goleman herdefinieerde wat het betekent om intelligent te zijn. Nu komt hij opnieuw met een baanbrekend boek: Sociale intelligentie. Het sleutelidee: het heeft geen zin om in je eentje slim te zijn. De manier waarop de mens in zijn omgeving staat, is bepalend voor succes en de ervaring van geluk. Goleman illustreert aan de hand van talrijke concrete voorbeelden hoe sociale intelligentie werkt en wat het betekent. Maar hij beschrijft ook hoe flirtgedrag in een café werkt, en hij legt uit hoe het komt dat het werkelijk verschil maakt of je je antwoordapparaat op een zakelijke of een vriendelijke toon inspreekt. Deze anekdotes worden verklaard aan de hand van onderzoek en theorie over het menselijk brein: zowel op psychologisch als neurologisch niveau en met oog voor cultuurverschillen. Sociale intelligentie leert ons niet alleen hoe mensen in groepen functioneren maar kan ons ook duidelijk maken hoe we beter kunnen functioneren. Want uiteindelijk komt het volgens Goleman neer op een eenvoudige maar radicale keuze: we moeten van elkaar houden anders gaan we ten onder.'

[bron: https--www.deslegte.com]

Sociale intelligentie

Het begrip sociale intelligentie is als eerste gebruikt door Thorndike, in 1920. Hij vatte sociale intelligentie op als 'verstandig handelen binnen menselijke relaties'. (Goleman, 2007, p18). Met deze omschrijving benadrukte Thorndike het grote belang van interpersoonlijke kwaliteiten die het verschil maken tussen het meer en minder succesvol zijn in werk en privé. Dit in een tijd waarin men op zoek was naar een bredere omschrijving van intelligentie dan alleen IQ.

In 2006 verscheen het boek Social Intelligence. The new Science of Human Relationship, geschreven door Daniel Goleman, eerder bekend geworden met zijn boek over emotionele intelligentie.

In het boek over emotionele intelligentie is de insteek emoties (van jezelf en van anderen) en heeft hij het 'omgaan met relaties' als één van de hoofdterreinen van emotionele intelligentie benoemd. In zijn latere boek over sociale intelligentie zijn de relaties de insteek en hij zegt hierover: "Intussen ben ik gaan inzien dat je het denken beperkt wanneer je sociale en emotionele intelligentie op één hoop gooit, omdat je geen aandacht besteedt aan wat er gebeurt tijdens een interactie. Deze blinde vlek negeert het 'sociale' aspect van intelligentie." (Goleman, 2007, p. 93).

Goleman werkt het begrip sociale intelligentie uit in twee hoofdterreinen: het sociaal bewustzijn en sociale vaardigheid. Het sociaal bewustzijn is dat wat we van anderen aanvoelen en sociale vaardigheid is dat wat we vervolgens met dat bewustzijn doen (handelen). (Goleman 2007, p. 93 - 94).

Sociaal bewustzijn behelst:

• Primaire empathie: meevoelen met anderen; het aanvoelen van non-verbale signalen.
• Afstemming: Totale ontvankelijkheid bij het luisteren; het afstemmen op een persoon.
• Empathische accuratesse: het begrijpen van de gedachten, gevoelens en intenties van een ander.
• Sociale cognitie: Weten hoe de sociale wereld werkt.

Sociale vaardigheid behelst:

• Synchronie: Soepel contact maken op non-verbaal niveau.
• Zelfpresentatie: Onszelf effectief presenteren.
• Invloed: De uitkomst van sociale interacties vormgeven.
• Betrokkenheid: Ontvankelijk zijn voor de behoeftes van de ander en daarnaar handelen.

Interessant is dat hij zijn theorie over sociale intelligentie baseert op nieuwe inzichten uit de neurowetenschap. Mensen hebben een 'sociaal brein', een enorm netwerk van neurale modules dat de regie voert over onze sociale interacties. Afhankelijk van het type interactie is een deel van dit netwerk actief. Er is een ander deel van dit netwerk aan het werk als wij in gesprek zijn dan als we ons afvragen of we iemand aardig vinden. (Goleman, 2007, p. 336).

[bron: https--volwassenenleren.nl/sociale-intelligentie]

--- Over (foto 2): Daniel Goleman ---

Daniel Goleman is psycholoog. Hij studeerde Psychologie aan Harvard University en was hoofdredacteur van Psychology Today. Hij is de bedenker van het begrip 'emotionele intelligentie' en auteur van het gelijknamige boek daarover, waarvan wereldwijd meer dan vijf miljoen boeken werden verkocht.Emotionele intelligentieverscheen in 1996 en werd in meer dan twintig talen vertaald. Hij doceerde aan Harvard University en schreef 12 jaar lang voorThe New York Timesover mensen gedrag. Op bol.com vind je alle boeken van Daniel Goleman, waaronder het nieuwste boek van Daniel Goleman.

[bron: https--www.bol.com]

Daniel Goleman (born March 7, 1946) is an author and science journalist. For twelve years, he wrote for The New York Times, reporting on the brain and behavioral sciences. His 1995 book Emotional Intelligence was on The New York Times Best Seller list for a year-and-a-half, a best-seller in many countries, and is in print worldwide in 40 languages. Apart from his books on emotional intelligence, Goleman has written books on topics including self-deception, creativity, transparency, meditation, social and emotional learning, ecoliteracy and the ecological crisis, and the Dalai Lama's vision for the future.

Daniel Goleman grew up in a Jewish household in Stockton, California, the son of Fay Goleman (née Weinberg; 1910-2010), professor of sociology at the University of the Pacific, and Irving Goleman (1898-1961), humanities professor at the Stockton College (now San Joaquin Delta College). His maternal uncle was nuclear physicist Alvin M. Weinberg.

Goleman studied in India using a pre-doctoral fellowship from Harvard and a post-doctoral grant from the Social Science Research Council. While in India, he spent time with spiritual teacher Neem Karoli Baba, who was also the guru to Ram Dass, Krishna Das and Larry Brilliant. He wrote his first book based on travel in India and Sri Lanka.

Goleman then returned as a visiting lecturer to Harvard, where during the 1970s his course on the psychology of consciousness was popular. David McClelland, his mentor at Harvard, recommended him for a job at Psychology Today, from which he was recruited by The New York Times in 1984.

Goleman co-founded the Collaborative for Academic, Social, and Emotional Learning at Yale University's Child Studies Center, which then moved to the University of Illinois at Chicago. Currently he co-directs the Consortium for Research on Emotional Intelligence in Organizations at Rutgers University. He sits on the board of the Mind & Life Institute.

Goleman authored the internationally best-selling book Emotional Intelligence (1995, Bantam Books), which spent more than one-and-a-half years on The New York Times Best Seller list. In Working with Emotional Intelligence (1998, Bantam Books), Goleman developed the argument that non-cognitive skills can matter as much as IQ for workplace success, and made a similar argument for leadership effectiveness in Primal Leadership (2001, Harvard Business School Press). Goleman's most recent best-seller is Focus: The Hidden Driver of Excellence (Harper, 2013).

In his first book, The Varieties of Meditative Experience (1977) (republished in 1988 as The Meditative Mind), Goleman describes almost a dozen different meditation systems. He wrote that "the need for the meditator to retrain his attention, whether through concentration or mindfulness, is the single invariant ingredient in the recipe for altering consciousness of every meditation system".

Goleman has received many awards, including:

• Career Achievement award for Excellence in the Media (1984) from the American Psychological Association.
• Fellow of the American Association for the Advancement of Science in recognition of his efforts to communicate the behavioral sciences to the public

Publishing history

Books

1977 The Varieties of the Meditative Experience, Irvington Publishers. ISBN 0-470-99191-7. Republished in 1988 as The Meditative Mind: The Varieties of Meditative Experience, Tarcher/Penguin. ISBN 978-0-87477-833-5
1995 Emotional Intelligence: Why It Can Matter More Than IQ, Bantam Books. ISBN 978-0-553-38371-3
1998 Working with Emotional Intelligence, Bantam Books. ISBN 978-1856135016
2001 Primal Leadership: Unleashing the Power of Emotional Intelligence, with Richard Boyatzis and Annie McKee, Harvard Business Review Press. ISBN 978-1422168035
2006 Social Intelligence: Beyond IQ, Beyond Emotional Intelligence, Bantam Books. ISBN 978-0-553-38449-9
2013 Focus: The Hidden Driver of Excellence, Harper Collins Publishers. ISBN 978-0062114969
2015 A Force for Good: The Dalai Lama's Vision for Our World, Bantam Books. ISBN 978-0553394894
2017 Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body, with Richard Davidson, Avery. ISBN 978-0399184383
2019 The Emotionally Intelligent Leader, Harvard Business Review Press. ISBN 978-1-63369-733-1

Journal articles (selected)

• Miller, Dorothy H.; Goleman, Daniel J. (1970). "Predicting Post-Release Risk among Hospitalized Suicide Attempters". OMEGA: Journal of Death and Dying. 1 (1): 71-84. doi:10.2190/93R9-GXD6-7PX8-CYG4.
• Adler, Nancy E.; Goleman, Daniel (1975). "Goal Setting, T-Group Participation, and Self-Rated Change: An Experimental Study". The Journal of Applied Behavioral Science. 11 (2): 197-208. doi:10.1177/002188637501100205.
• Goleman, Daniel J.; Schwartz, Gary E. (1976). "Meditation as an intervention in stress reactivity". Journal of Consulting and Clinical Psychology. 44 (3): 456-466. doi:10.1037/0022-006X.44.3.456.
• Goleman, Daniel (January 1976). "Meditation and Consciousness: An Asian Approach to Mental Health". American Journal of Psychotherapy. 30 (1): 41-54. doi:10.1176/appi.psychotherapy.1976.30.1.41. PMID 1259055.
• Davidson, Richard J.; Goleman, Daniel J.; Schwartz, Gary E. (1976). "Attentional and affective concomitants of meditation: A cross-sectional study". Journal of Abnormal Psychology. 85 (2): 235-238. doi:10.1037/0021-843X.85.2.235.
• Davidson, Richard J.; Goleman, Daniel J. (1977). "The role of attention in meditation and hypnosis: A psychobiological perspective on transformations of consciousness". International Journal of Clinical and Experimental Hypnosis. 25 (4): 291-308. doi:10.1080/00207147708415986. PMID 330418.

[source: wikipedia]

Daniel Goleman is an internationally known psychologist who lectures frequently to professional groups, business audiences, and on college campuses. As a science journalist Goleman reported on the brain and behavioral sciences for The New York Times for many years. His 1995 book, Emotional Intelligence was on The New York Times bestseller list for a year-and-a-half, with more than 5,000,000 copies in print worldwide in 40 languages, and has been a best seller in many countries. Apart from his books on emotional intelligence, Goleman has written books on topics including self-deception, creativity, transparency, meditation, social and emotional learning, ecoliteracy and the ecological crisis.

The Harvard Business Review called emotional intelligence - which discounts IQ as the sole measure of one's abilities - "a revolutionary, paradigm-shattering idea" and chose his article "What Makes a Leader" as one of ten "must-read" articles from its pages. Emotional Intelligence was named one of the 25 "Most Influential Business Management Books" by TIME Magazine. The Financial Times, Wall Street Journal and Accenture Insititute for Strategic Change have listed Goleman among the most influential business thinkers.

Goleman is a co-founder of the Collaborative for Academic, Social, and Emotional Learning (www.casel.org), originally at the Yale Child Studies Center and now at the University of Illinois at Chicago. CASEL's mission centers on bringing evidence-based programs in emotional literacy to schools worldwide.

He currently co-directs the Consortium for Research on Emotional Intelligence in Organizations (www.eiconsortium.org) at Rutgers University. The consortium fosters research partnerships between academic scholars and practitioners on the role emotional intelligence plays in excellence.

Goleman is a board member of the Mind & Life Institute, which fosters dialogues and research collaborations among contemplative practitioners and scientists. Goleman has organized a series of intensive conversations between the Dalai Lama and scientists, which resulted in the books Healthy Emotions, and Destructive Emotions. He is currently editing a book from the most recent dialogue on ecology, interdependence, and ethics.

His most recent book, Leadership: The Power of Emotional Intelligence, offers an up-to-date summary of his thinking on leadership by collecting key excerpts from his books together for the first time in one volume with his articles from the Harvard Business Review. These include "What Makes a Leader? and "Leadership that Gets Results."

Goleman's other recent book, The Brain and Emotional Intelligence: New Insights gathers together recent findings from brain research and other sources on topics ranging from creativity and optimal performance, the brain-to-brain connection in leadership, and to how to enhance emotional intelligence itself.

Goleman's 2009 book Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything argues that new information technologies could create "radical transparency," allowing us to know the environmental, health, and social consequences of what we buy. As shoppers use point-of-purchase ecological comparisons to guide their purchases, market share would shift to support steady, incremental upgrades in how products are made - changing ever thing for the better.

Goleman's work as a science journalist has been recognized with many awards, including the Washburn Award for science journalism, a Lifetime Career Award from the American Psychological Association, and he was made a Fellow of the American Association for the Advancement of Science in recognition of his communicating science to the general public.

[source: http--www.danielgoleman.info/biography]

I was born in Stockton, California, on March 7, 1946, the leading tip of the tidal wave of post-war baby boomers (I must have been conceived just around the time of V-E day, the end of World War II in Europe, June 6, 1945). My parents were college professors, my father taught in the humanities - including Latin and a course on world literature - at what became San Joaquin Delta Community College (the library there is named after him); my mother was a social worker who taught in the sociology department of what is now the University of the Pacific.

Perhaps because I was president of my high school, I received a scholarship for leadership from the Alfred P. Sloan Foundation to attend Amherst College, a place I had never seen in faraway New England. In part due to culture shock (and taking advantage of the then-new Amherst Independent Scholar program), I transferred to the University of California at Berkeley for my junior year and part of my senior year, returning to Amherst to graduate. At Berkeley, where I was an anthropology major, I was lucky enough to have several remarkable professors, including a graduate seminar with the brilliant sociologist Erving Goffman on rituals of social interaction. When I returned to Amherst, I wrote my honors paper on mental health in historical, anthropological and social perspectives, graduating magna cum laude - a miracle given my disastrous academic performance there my freshman year.

The Ford Foundation was generous enough to give me a scholarship to Harvard, where I enrolled in the program in clinical psychology in what was then the Department of Social Relations. I was drawn to the idea of studying the human mind from an interdisciplinary perspective; the department included anthropology and sociology together with psychology. My main mentor there was David C. McClelland, best-known for his theory of the drive to achieve. Just at this time McClelland was developing and championing methods for assessing the competencies that distinguished star performers from average - a body of research I was to return to later in my career.

With McClelland's help and a Harvard pre-doctoral traveling fellowship, I was able to study in India, where my focus was on the ancient systems of psychology and accompanying meditation practices of Asian religions. I had been a meditator since my junior year in Berkeley, and was intrigued by finding theories of the mind and its development that were still in active use after two thousand years or more (and which had never been mentioned in any psychology course I had taken). When I returned to Harvard, my doctoral research was on meditation as an intervention in stress arousal.

I then received a post-doctoral grant from the Social Science Research Council to return to Asia and continue my studies of these ancient psychologies, spending time both in India and Sri Lanka. I wrote what became my first book, now called The Meditative Mind, summarizing my research on meditation.

I returned to Harvard as a visiting lecturer, teaching a course on the psychology of consciousness - a topic of intense interest back then in the 1970s. Because it was so heavily enrolled, the class was moved from a small room to one of the largest lecture halls on campus.

Then, on McClelland's recommendation, I was offered a job at Psychology Today, then a major magazine, by T. George Harris, the editor. This was an unexpected jog in my career path - I had always thought I would be a college professor like my parents. But writing appealed to me, and at the magazine I went through a tutorial in journalism that was to set the course of the rest of my career.

Recruited by the New York Times to cover psychology and related fields, in 1984 I began a twelve-year sojourn. I learned much about science journalism from my editors and colleagues, a talented crew on the science desk, and the Times offered remarkable access and visibility. But I found that my urge to write about ideas with impact sent me in directions that did not always fit what the Times saw as news. This was especially so with the rich trove of research on emotions and the brain, which I had covered in small bits and pieces over the years for the times. I felt the topic deserved to be a book, and so Emotional Intelligence came to be. To my surprise, the book ended up being hugely successful. I got so many requests to lecture that I had less and less time for writing in the Times. I finally left the paper to devote my efforts to the message of the book.

Foremost among these was the idea that schools should teach emotional literacy along with regular academic subjects. While I was writing Emotional Intelligence, I pursued this idea with a group including Eileen Growald and Tim Shriver. In 1993 we co-founded the Collaborative for Academic, Social, and Emotional Learning, headed by Roger Weissberg, which began at the Yale Child Studies Center, and then moved to the University of Illinois at Chicago with Roger. The Collaborative has catalyzed the SEL movement, so that programs in these life skills are now commonplace in thousands of schools around the world. Just as important, careful research evaluations are showing that SEL not only improves children's social and emotional abilities, but also lowers risks like violence, substance abuse, and unwanted teen pregnancies, while making kids better behaved and more positive about learning. Most impressively, academic achievement scores improve by an average 12 to 15%.

To my surprise, there was also great interest in emotional intelligence among the business community. This prompted me to write Working With Emotional Intelligence (published in 1998), and I went back to the research tradition spawned by David McClelland, which by then had become commonplace in most large organizations. This allowed me to survey studies of the competencies that distinguished outstanding performers done independently in a large range of organizations, from PepsiCo to the U.S. Federal Government. This work in turn led to my writing an article in the Harvard Business Review called "What Makes a Leader?" The article became the Review's most-requested reprint to that point, a gauge of the enthusiasm for the concept among those in the organizational world.

My immersion in research on work performance led me realize that all too often the quality of data on which business people based people decisions left much to be desired. At about this time I co-founded the Consortium for Research on Emotional Intelligence in Organizations, which I direct with Cary Cherniss of the Graduate Program in Applied and Professional Psychology at Rutgers. The Consortium, has a parallel mission to the SEL collaborative, catalyzing research on the contribution of emotional intelligence abilities to workplace effectiveness.

I found the role of emotional intelligence in leadership particularly compelling. With Richard Boyatzis - who had been a fellow graduate student with McClelland, and now teaches in the business school at Case Western - and his former student Annie McKee, who heads the consulting firm Teleos Institute, I wrote Primal Leadership: Learning to Lead with Emotional Intelligence.

Since my long sojourn in Asia as a grad student, I have been an on-and-off meditator. Through my friends Adam Angle and Francisco Varela, who had founded the Mind and Life Institute to foster dialogues between the Dalai Lama and scientists, in 1990 I organized a round on the topic of health and emotions, which became the edited book Healthy Emotions. A decade later, I organized a second dialogue on the question of what makes an emotion destructive, which I narrated in the book Destructive Emotions.

I'm continuing to write in the home where my wife Tara and I live in the hills of Massachusetts. My two sons from an earlier marriage both are nearby, as are my grand-children.

While a bio like this focuses on one's public life, I find that over the years my private life has grown increasingly important to me, particularly as the years allow me to spend less time running around and more time just being. I find more and more that what satisfies me has little to do with how well one or another book does - though the good works I participate in continue to matter much.

My wife Tara and I try to spend a good deal of our free time in meditation retreats or traveling together to places we enjoy that nourish this side of our lives. Life's simple pleasures - a walk on a beach, playing with grand-children, a good conversation with a friend - have more appeal to me than professional honors or ambitions.

As I wrote in Social Intelligence: "Vitality arises from sheer human contact, especially from loving connections. This makes the people we care about most an elixir of sorts, an ever-renewing source of energy. The neural exchange between a grandparent and a toddler, between lovers or a satisfied couple, or among good friends, has palpable virtues - the practical lesson for us all comesdown to, Nourish your social connections."

Daniel Goleman [source: http--www.danielgoleman.info/biography]