Abstract
One of the strategic objectives of education is the development of emotional intelligence. The paper examines the relationship between readiness to forgive and emotional intelligence with the level of subjective control. The study of emotional intelligence was carried out according to the method “Emotional intelligence” (N. Hall), the study of the level of subjective control was carried out according to the method of J. Rotter. To determine the level of readiness for forgiveness, the author's questionnaire "Readiness for forgiveness" was compiled. Readiness for forgiveness creates conditions for the development of a personality as a forgiver as well as the personality of the forgiven person. It appears as a result of deeper understanding of the traumatic situation and the reasons for its occurrence. Readiness to forgive, to our opinion, is a base tool for the transformation of emotional manifestation. We found a significant correlation between the integrative index of emotional intelligence and a level of a readiness for forgiveness. Subjects with a high readiness for forgiveness are capable of efficient regulation of their emotional sphere. Various forms of organization of group work help students to adjust their ideas about readiness for forgiveness, which contributes to the development of emotional intelligence, harmonization of both intrapersonal and interpersonal space. Formation of a deeper and adequate understanding of readiness for forgiveness is an important task of the education.
Highlights
In the modern society, the gap between scientific and technological progress and the emotional development of a person is rapidly increasing
We proposed two main hypotheses: 1. It is assumed that there is a relationship between emotional intelligence and the level of readiness to forgive; 2
The study revealed that the majority of subjects have an average and low level of the integral indicator of emotional intelligence
Summary
The gap between scientific and technological progress and the emotional development of a person is rapidly increasing. Andreeva I.N. believes that a "special educational strategy" which is based on a primary attention to child’s experiences first and to his behavior and the events in his life as well as the willingness of the parents to discuss emotional problems, contribute to a better understanding of the child of his own emotions This strategy develops child’s ability to self-regulation and contributes to high emotional intelligence [2,3,4]. The ability to recognize emotions, manage emotions, and transform is the condition for improving emotional health In this regard, one of the strategic objectives of education is the development of emotional intelligence. It is assumed that there is a relationship between emotional intelligence and the level of readiness to forgive
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