Should Schools Teach Emotional Inteligence?

This question is directly intertwined with the question “What is the role of education?” We cannot address one without the other.

As inwith everything in life the answers to these questions vary depending on the author’s culture.

For some people, school and education is just an instance method/tool to prepare the workforce of the future, t. Therefore, what matters in schools that follow the Prussian model is to teach discipline and obedience, but for others, education and school should be limited to training the student’s cognitive skills, and consequently, scientific subjects such as maths, history and sciences and obtaining outstanding grades in these subjects should be the aim of education.

However, there is another alternative that emphasizes the importance of educating and nourishdeveloping both cognitive and also emotional skills.

And fFollowing this line of thought, is that I will attempt to develop the thesis of this article under this new paradigm stating that school education should not be limited only to teaching academic subjects (cognitive aspect) but it must also encompass the socio-emotional aspect of our being, developing a type of education from the heart where the focus is not on how well the student performs in academic roles, but on how students can learn to love themselves so that they can connect better with others.

Generally sentences aren't started with and. This is a rule that is often broken by fluent speakers

This is a very long sentence, it would be nice to break it up into two.

All of this without placing in second-placell be done without demoting the importance of academic achievements but understanding and helping our students understand that both aspects of life, cognitive and affective, should go together.

The phrasing placing in second-place academic achievements is correct, but it is a tad confusing. I have suggested an alternate.

Should Schools Teach Emotional Intelligence?

Questions in titles should generally be punctuated as such.

This question is directly intertwined with the question “What isof what the role of education?” is. We can address one without the other.

- The first sentence isn't wrong per se, and I think a lot of native speakers would be fine with it, but this phrasing sounds better to me.
- "Intertwined" and "we can address one without the other" is contradictory. Do you mean to say that "we cannot address one without the other"?

As inwith everything in life, the answers to these questions vary depending on the author’s culture.

For some people, school and education isare just an instance tos of prepareing the workforce of the future, t. Therefore, what matters in schools that follow the Prussian model is to teaching discipline and obedience, but f. For others, education and school should be limited to trainonly develop the student’s cognitive skills, and consequently, scientific subjects such as maths, history and sciences and obtaining outstanding grades in these subjects should be the aim of education.

- Therefore is a conjunctive adverb and not a coordinating conjunction, so it cannot be used to connect clauses.
- The last part has some implicit parallelism going on, but it doesn't seem consistent to me. It's not incorrect per se though.

However, there is another alternative that emphasizes the importance of educating and nourishing both cognitive and also emotional skills.

And fFollowing this line of thought, is that I will attempt to develop the thesis of this article under this new paradigm, stating that school education should not be limited to only to teach academic subjects (cognitive aspect), but that it must also encompass the socio-emotional aspect of our being,. We should developing a type of education from the heart where the focus is not on how well the student performs in academic roles, but on how students can learn to love themselves so that they can connect better with others.

The sentence was getting very long and unwieldy, so I separated it into two parts.

All of this without placing in second-placeThis should be done without devaluing academic achievements but understanding and helping our students understand that both aspects of life, cognitive and affective, should go together.

- This is a sentence fragment, and not a stylistically acceptable one. We need a verb at the beginning of the sentence. I did this by replacing "all of this" with "this should be done," but depending on the meaning that you want to convey, something else may be better.

- "Academic achievement" is better because we are likely talking about the acquisition of knowledge and skills in general, rather than specific grades.

- "Understanding" needs an idea to go with it, but here, because of the parallelism, we read that "understanding… our students understand," and it doesn't form a coherent idea.

Should Schools Teach Emotional Intelligence?

This question is directly intertwined with the question “What is the role of education?” We cannot address one without the other.

As inwith everything in life, the answers to these questions vary depending on the author’s culture.

using "in" twice like this feels redundant, and with is a more common preposition to use in the case.

I would also say that "the author" in this case feels odd, since a person answering a question is not always an "author" as such.

For some people, school and education is just an inst chance to prepare the workforce of the future, therefore. To them, what matters in schools thato follow the Prussian model is to teach discipline and obedience, but f. For others, education and school should be limitdesigned to train the student’s cognitive skills, and consequently, scientific subjects such as maths, history and sciences and obtaining outstanding grades in these subjects should be the aim of education.

This sentence is too long. It works better divided so that each idea gets its own space-

However, there is another alternative that emphasizes the importance of educating and nourishing both cognitive and also emotional skills.

And fFollowing this line of thought, is that I will attempt to develop the thesis of this article under this new paradigm by stating that school education should not be limited only to the teaching academic subjects (cognitive aspect) but it must also encompass the socio-emotional aspect of our being, developing a type of education from the heart where the focus is not on how well the student performs in academic roles, but on how students can learn to love themselves so that they can connect better with others.

This sentence is also a bit long, consider finding ways to break it up.

All of this without placing in second-placeneglecting academic achievements but understanding and helping our students understand that both aspects of life, cognitive and affective, should go together.