Daniel Goleman Quotes
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Empathy represents the foundation skill for all the social competencies important for work.
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We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those.
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The act of compassion begins with full attention, just as rapport does. You have to really see the person. If you see the person, then naturally, empathy arises. If you tune into the other person, you feel with them. If empathy arises, and if that person is in dire need, then empathic concern can come. You want to help them, and then that begins a compassionate act. So I'd say that compassion begins with attention.
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Daydreaming defeats practice; those of us who browse TV while working out will never reach the top ranks. Paying full attention seems to boost the mind's processing speed, strengthen synaptic connections, and expand or create neural networks for what we are practicing.
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Making choices that improve things for all of us on the planet is an act of compassion, a simple act we can do any time we go shopping.
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People tend to become more emotionally intelligent as they age and mature.
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We need to re-create boundaries. When you carry a digital gadget that creates a virtual link to the office, you need to create a virtual boundary that didn't exist before.
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When I say manage emotions, I only mean the really distressing, incapacitating emotions. Feeling emotions is what makes life rich. You need your passions.
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Threats to our standing in the eyes of others are remarkably potent biologically, almost as powerful as those to our very survival.
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I would say that IQ is the strongest predictor of which field you can get into and hold a job in, whether you can be an accountant, lawyer or nurse, for example.
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I don't think focus is in itself ever a bad thing. But focus of the wrong kind, or managed poorly, can be.
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Our brain comes hard-wired with an urge to play, one that hurls us into sociability. A child's play both demands and creates its own safe space, one in which she can confront threats, fears, and dangers, but always come through whole. Play offers a child a natural way to manage feared separations or abandonment, rendering them instead opportunities for mastery and self-discovery.
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Companies in the East put a lot more emphasis on human relationships, while those from the West focus on the product, the bottom line. Westerners appear to have more of a need for achievement, while in the East there's more need for affiliation.
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Risk taking and the drive to pursue innovative ideas are the fuel that stokes the entrepreneurial spirit.
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Some children naturally have more cognitive control than others, and in all kids this essential skill is being compromised by the usual suspects: smartphones, TV, etc. But there are many ways that adults can help kids learn better cognitive control.
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Brain studies of mental workouts in which you sustain a single, chosen focus show that the more you detach from what's distracting you and refocus on what you should be paying attention to, the stronger this brain circuitry becomes.
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Daydreaming incubates creative discovery.
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Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.
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Empathetic people are superb at recognizing and meeting the needs of clients, customers, or subordinates. They seem approachable, wanting to hear what people have to say. They listen carefully, picking up on what people are truly concerned about, and respond on the mark.
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Buying phosphate-free soap allows you to say, 'My detergent doesn't have the harsh chemicals others do.' The question is, how are you washing with it? The very worst thing for the Earth about detergent is that we heat water to use it.
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Although traditional incentives such as bonuses or recognition can prod people to better performance, no external motivators can get people to perform at their absolute best. . . .Wherever people gravitate within their work roles, indicates where their real pleasure lies—and that pleasure is itself motivating.
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People who are optimistic see a failure as due to something that can be changed so that they can succeed next time around, while pessimists take the blame for the failure, ascribing it to some characteristic they are helpless to change.
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Mindful meditation has been discovered to foster the ability to inhibit those very quick emotional impulses.
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The social brain is in its natural habitat when we're talking with someone face-to-face in real time.
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All the classical meditation traditions, in one way or another, stress nonattachment to the self as a goal of practice. Oddly, this dimension is largely ignored in scientific research, which tends to focus on health and other such benefits. I suppose the difference has to do with the contrast in views of the self from the spiritual and scientific perspectives. Scientists value the self; spiritual traditions have another perspective.
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Teachers need to be comfortable talking about feelings. This is part of teaching emotional literacy - a set of skills we can all develop, including the ability to read, understand, and respond appropriately to one's own emotions and the emotions of others.
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The best leaders don’t know just one style of leadership—they’re skilled at several, and have the flexibility to switch between styles as the circumstances dictate.
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Empathy and social skills are social intelligence, the interpersonal part of emotional intelligence. That's why they look alike.
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At last, psychology gets serious about glee, fun, and happiness. Martin Seligman has given us a gift-a practical map for the perennial quest for a flourishing life.
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Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week."
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