Goleman presents an expanded model of intelligence, with emotions at the center. He argues, citing a wealth of recent studies, that such emotional traits as self-control, zeal, and persistence are the main factors in determining why some people of high IQ falter while others of lower IQ succeed. Goleman also contends that emotional intelligence is not immutably set for life, but that it can be fostered in oneself, in others, and most especially in children.

Goleman writes for a broad audience in an easily readable style, illustrating his points about emotional intelligence with compelling anecdotes drawn from personal experience and from case studies. Despite targeting his book for a broad audience, Goleman is careful to support his assertions with solid evidence.

The book notes that the human brain essentially evolved from the bottom up. The emotional part of our brains emerged from the primitive brainstem, and the thinking part of our brain (the neocortex) grew from the emotional part. This means that the emotional brain existed long before the rational one. Goleman goes on to say that, although these areas developed in different epochs of our evolutionary history, they have a complex series of neural interconnections. Emotion and thinking are therefore interrelated in complex ways. For example, continued strong emotions such as anxiety and distress can cripple a child's capacity to think and to learn.

The book is upbeat in describing the benefits of emotional intelligence. Goleman cites evidence to show the usefulness of the trait of optimism as a kind of emotional buffer for helping individuals overcome disappointments and setbacks. He describes the emotional experience of "flow" and characteristics of flow experiences. He then goes on to favorably discuss Howard Gardner's contention that setting up learning environments to foster a flow state in children is the best way to teach them, motivating them from inside rather than externally through the granting or withholding of rewards.

A major section of _Emotional Intelligence_ is devoted to making a case for the importance of teaching our children "emotional literacy." The book takes on a distinctly moralistic tone in this respect. Goleman believes strongly that teaching emotional competence to children is necessary for the health of our society. He notes that modeling good emotional habits is the responsibility of both parents and teachers, but that it is ultimately necessary for our society as a whole to teach these traits. He asserts that it is incumbent on our public school system to add emotional literacy to the curriculum, not only for the child's sake, but also because schools themselves are improved by adding this instruction. To support this contention, the book cites compelling success stories of schools that specifically teach emotional literacy. Not only did this instruction improve the learning climate in general, but it helped to significantly improve academic achievement as well. Other recent studies (the findings of which are listed in an appendix) have consistently repeated these results.

The book ends on a cautionary note about the increasing amount of senseless violence in our society -- dramatic evidence of increasing emotional incompetence. Goleman fervently believes that educating our children to be emotionally literate will help significantly heal our society.

I think _Emotional Intelligence_ is a seminal work that represents a breakthrough in our understanding of human nature. I found it to be enjoyably informative, inspiring, and a little frightening. Based on the case Goleman makes for teaching emotional literacy (that is, character) in the schools, I wholeheartedly support such an effort.

I did find the section on motivating children to learn by understanding their individual proclivities and helping them to reach a flow state to be overly optimistic. Public schools are institutions that children are required to attend in order to learn a prescribed curriculum. I would be happy if the school textbooks and the overburdened teachers could somehow just manage to present instruction in such a way that the students find it interesting and engaging. If the schools can help a student reach a flow state of learning, then so much the better.