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Volume 14 | S5 | October, 2022
UNIVERSIDAD Y SOCIEDAD | Have Scientic of the University of Cienfuegos | ISSN: 2218-3620
Presentation date: May, 2022
Date of acceptance: August, 2022
Publication date: October, 2022
34ENTRENAMIENTO EN HABILIDADES IQ Y EQ DENTRO DEL PROGRAMA
SMART EDUCATION - SMART YOUTH
TRAINING WITHING THE SMART EDUCATION - SMART YOUTH PRO-
GRAM
IQ AND EQ SKILLS
Aynur Rashid Bunyatova1
Email: aynur.bunyadi@au.edu.az
ORCID: https://orcid.org/0000-0003-3287-9462
1 Associate professor at the Azerbaijan University
ABSTRACT
Since the knowledge load of students has increased in recent years, most of their time is spent on acquiring knowledge.
This increased training load not only slows students’ cognitive and emotional development, but also disrupts normal deve-
lopment in other spheres. Since 2014, the “Healthy Education-Healthy Nation” project has been implemented in Azerbaijan
in the direction of development of sustainable education at the state level. In order to promote development on a scientific
and sustainable basis, the objectives of the program were expanded from the psycho-pedagogical point of view with the
objectives of the “SMART Education - Smart Youth” project. The goal of the “SMART Education - Smart Youth” project was
to replace subject programs and applied learning technology in a healthy educational environment with SMART subject
programs and constructive training, directing students to dynamic formation and intellectual activity instead of receiving
passive knowledge. This article reflected the work carried out within the framework of the project related to the development
of students’ emotional intelligence at the level of research, applied technologies, levels of knowledge, and emotional and
intellectual development of the students participating in the project.
Keywords: emotional intelligence, active and constructive learning, Azerbaijani program SMART-Education - SMAR -youth
RESUMEN
Dado que la carga de conocimientos de los estudiantes ha aumentado en los últimos años, la mayor parte de su tiempo se
dedica a adquirir conocimientos. Esta mayor carga de entrenamiento no solo ralentiza el desarrollo cognitivo y emocional
de los estudiantes, sino que también interrumpe el desarrollo normal en otras esferas. Desde 2014, el proyecto “Educación
saludable-Nación saludable” se ha implementado en Azerbaiyán en la dirección del desarrollo de una educación sostenible
a nivel estatal. Para promover el desarrollo sobre una base científica y sostenible, los objetivos del programa se ampliaron
desde el punto de vista psicopedagógico con los objetivos del proyecto “Educación SMART - Juventud inteligente”. El
objetivo del proyecto “Educación SMART - Juventud inteligente” era reemplazar los programas de materias y la tecnología
de aprendizaje aplicada en un entorno educativo saludable con programas de materias SMART y formación constructiva,
dirigiendo a los estudiantes a una formación dinámica y actividad intelectual en lugar de recibir conocimientos pasivos. En
este artículo se reflejó el trabajo realizado en el marco del proyecto relacionado con el desarrollo de la inteligencia emocio-
nal de los estudiantes al nivel de: investigación, tecnologías aplicadas, niveles de conocimiento, y desarrollo emocional e
intelectual de los estudiantes participantes en el proyecto.
Palabras clave: inteligencia emocional, aprendizaje activo y constructivo, Programa Azerbaiyano SMART-Education –
SMART-Youth
Suggested citation (APA, seventh edition)
Rashid Bunyatova, A., (2022). Iq and eq skills training withing the smart education - smart youth program. Revista
Universidad y Sociedad, 14(S5), 343-351.
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INTRODUCTION
The conceptualisation of intelligence has evolved over
time with a clear pedagogical impact in terms of edu-
cational implications and their consequent transfer to
classroom
work. This is especially the case in secondary education
and is a key variable in the facilitation of other important
aspects in academic performance such as motivation,
satisfaction, and the assessment of intrinsic cognitive abi-
lities. All of these factors have a great impact on current
research that makes it possible to define successful pe-
dagogical strategies. In this regard, at first, intelligence
was considered to be a general and easily measurable
construct from a psychometric point of view. This was the
cradle of a compendium of tests with which students were
academically evaluated, and important decisions were
made about pertinent pedagogical orientation. These ca-
ses are still considered as indicators of the academic evo-
lution of students, although they are no longer considered
as the only premise to take into account when making de-
cisions in the academic sphere (Vila et al., 2021).
According to Shah et al., (2018) in the education indus-
try, Emotional Quotient or Intelligence (EQ, EI) plays an
important role in helping the management of universities
and lecturers to cope with challenging tasks required in
the educational environment. It is crucial for educators to
work with balanced or stable emotions in order to meet
the needs of today’s challenges. From a historical pers-
pective, Emotional intelligence (EQ) was first described
and conceptualized by Salovey and Mayer (1990) as an
ability-based construct analogous to general intelligen-
ce. They argued that individuals with a high level of EI
had certain skills related to the evaluation and regulation
of emotions and that consequently they were able to re-
gulate emotions in themselves and in others in order to
achieve a variety of adaptive outcomes. This construct
has received increasing attention from both the scientific
community and the general public due to its theoretical
and practical implications for daily life.
As pointed out by Jain (2018) EQ was hierarchically sixth
within the World Economic Forum’s list of the highest ten
skills; that staff need to possess to thrive within today’s
geographic composition in the long run. Broadly spea-
king, EQ refers to someone’s ability to understand, percei-
ve and manage their own feelings and emotions. Scientist
Daniel Goleman says, it’s 5 core components are: 1)
cognizance – the power to recognize and perceive your
moods and emotions, and the way they have an effect on
others; 2) self-regulation – the power to manage impulses
and moods, and to prepare before acting; 3) internal (or
intrinsic) motivation – being driven to pursue goals for pri-
vate reasons, instead of for a reasonable reward; 4) em-
pathy – the power to recognize and perceive others’ mo-
tivations that is important for building and leading groups
with success and 5) social skills – the power to manage
relationships and build networks.
Considerable research has shown that EI is positively as-
sociated with leadership abilities, job satisfaction, team
effectiveness, and high performance in the workplace, as
well as overall health and well-being. As such, many orga-
nizations have invested in interventions aimed at increa-
sing the EI of their employees, however, much of this work
has been conducted in corporate settings. Corporate set-
tings, in particular, have focused on the benefits of EI trai-
ning for team functioning and critical incident responding,
noting the importance of experiential learning for this con-
text. Research have shown a wide range of positive outco-
mes, including, among healthcare professionals, reduced
stress and burnout, improved self-compassion, empathy,
and mindfulness. Teachers have experienced similarly
positive outcomes, including improved social emotional
competence, greater positive emotional climate in their
classrooms, greater warmth and connectedness in their
relationships with students, and improved academic and
social outcomes among their students (Perry et al., 2020).
There are two theoretical models of EI can be distinguis-
hed based on current scientific literature and its theore-
tical nature from which it starts. The first, models based
on the processing of emotional information, facilitating the
use of our own emotions for the management of a more
intelligent thinking and its more effective reasoning; from
which EI is conceived as the ability to perceive, unders-
tand, manage, and regulate emotions, both their own and
those of others (Salovey & Mayer, 1990), and second, the
so-called mixed based on personality traits such as the
Bar-On and Parker (2000) models that describe a cross-
section of interrelated socio-emotional competencies, as
well as the skills and facilitators that would affect intelligent
behavior. The third theoretical foundation, the tripartite mo-
del, is presented as a useful alternative to the traditional
conceptualization of EI as a trait or ability. This model has
three levels: knowledge, abilities, and traits (Mikolajczak,
2009). The knowledge level refers to the knowledge that
the individual may have about emotional regulation tech-
niques without being able to apply them. The ability level
refers to the ability to apply emotion regulation strategies
when asked to do so during an implementation exercise
such as breathing exercise. This does not mean that the
individual is able to apply these strategies in all emotional
experiences. The trait level refers to the way the individual
usually copes in emotional situations.
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Related to the above, the problem of rebuilding sustaina-
ble education, renewing the educational strategy, creating
a healthy and safe learning environment, applying new
developmental learning technologies is one of the priority
issues of education in Azerbaijan, as in the whole world.
One of the works carried out in this direction is the im-
plementation of the “Healthy Education - Healthy Nation”
project in the framework of cooperation with the National
Educational Technologies Center at the state level starting
from 2014. The main goal of the project is the protection
of the physiological and psychological health of children
in schools and the development of their internal potential.
In addition to having a positive effect on the psychologi-
cal stability, emotional activity, and socialization of these
people, it creates conditions for the reduction of negative
relationships in them. This positive effect is more extensi-
ve, that is, both emotional and cognitive. This was seen in
the results of the “Transition from Teaching to Learning”
project of the students of two classes. The same test was
administered to students who were educated in logica-
lly structured language and mathematics programs in a
constructive learning environment and students who were
trained in standard state programs. Differences in the re-
sults of open-ended test items, which include academic
knowledge, cognition and social skills, attracted attention.
The differences were in the range of academic knowled-
ge of students studying in a constructive environment,
in the performance of assigned tasks, in the use of high
cognitive skills and in having a positive emotional attitude
(Shahhuseynbayova et al., 2021).
Considering the above, the objective of this work was
to discuss the process of formation and development
of emotional intelligence in students, highlighting in this
process the SMART theory of the Azerbaijani professor F.
Bunyatova. For this, the work defines what emotional inte-
lligence (EQ) and cognitive intelligence (IQ) are and how
their formation and development process is. In addition,
the benefits of the implementation of Bunyatova’s theories
are analyzed by comparing the teaching of the Azerbaijani
language using the official traditional approach used and
the SMART approach with respect to training technolo-
gies, lesson structure, tasks, knowledge, and skills crea-
ted as well as forms of evaluation.
DEVELOPMENT
Emotional intelligence (EQ) and Cognitive intelligence (IQ)
EQ is known worldwide as Emotional intelligence (some-
times also social skills, competence, communication).
According to Howard Gardner, creator of the “Theory of
Multiple Intelligences”, emotional intelligence is the ability
to understand people. It is the set of emotions that motiva-
te them and determine how we work with them. According
to Salovey and Mayer (1990) “emotional intelligence is
the ability to recognize, understand, express and analyze
emotions, use emotional knowledge, and manage emo-
tions”. According to them, emotional intelligence is also
related to “self-control willful effort, insistence and ability
to motivate people”.
According to the words of Daniel Goleman: “since man
understands the truth with emotional and rational mind,
we have two minds in our brain: one thinks, and the other
feels”. This idea is sometimes used in our daily life when
a problem is solved at work, “what mind do you think
with?” “I don’t know, but I feel,” he confirms (Hajiyev &
Hashimova, 2019). In the words of American psycholo-
gist Seymour Epstein, “while the rational mind makes
logical connections between cause and effect, the emo-
tional mind connects events that are loosely connected”
(Ismayilov, 2018).
Emotional intelligence is also considered as social skills,
and recently western researchers have prioritized these
skills over cognitive skills. According to Daniel Coleman,
“one of the reasons people are not good at essential life
skills is that society does not teach every child how to
deal with anger or resolve conflict constructively. At the
same time, we have not taught them to feel sorry for others
(Hajiyev & Hashimova, 2019).
Stanford University psychologist Carol Dweck (2006) es-
tablishes that the results of cognitive, motivational and
achievement studies have changed pedagogical thinking
in the world. He discovered that when students who wan-
ted to improve their level of cognition were strongly en-
gaged in mathematics, they outperformed their peers at
the same level. With this, she laid the foundation for the
formation of a new view of student achievement by saying
that cognition is not a stable innate characteristic but can
be developed. After discovering the influence of EQ on
IQ development, he proposed to include social and emo-
tional factors to be measured in standardized tests that
measure student achievement.
Considering Jean Piaget’s cognitive theory (1969) cogniti-
ve structures of an individual are built intuitively at the age
of 2-8 years, concrete at the age of 8-13 years. Formal lo-
gic is formed from the age of 14 until the end of a person’s
life, but the pattern of their development is different. This
main factor usually is not taken into account in the edu-
cational process. An individual who thinks with a “deer
image” versus an individual who thinks with a “tortoise
image” (F. Bunyatova, 1996) are forced to study with the
same program. This can lead for example that the first
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one’s emotional enthusiasm for reading die because he
does not receive a task that matches his speed. As for
the second one, because he has a slower mindset, it can
happen that he doesn’t have enough time to study, and
the loss caused by the program has a negative emotional
effect on him. Determining the IQ of both types of indi-
viduals means that how much does the individual think?
and to what level? he can apply.
Developing of IQ and EQ skills in the training process
The issue of developing IQ and EQ skills in the training
process is at the forefront of the pedagogical agenda of
scientists and educators. The rapid development of tech-
nology changes the form and mode of work, requiring new
skills from workers. It was found that the success of adults
in society depends on their academic knowledge - EQ-
managing their emotional presence, their level of emotio-
nal intelligence and predicting the reactions of others to
their actions. Even in economically highly developed cou-
ntries, the fact that people do not feel happy and the im-
possibility of achieving success is in many cases related
to emotional intelligence. “For this reason, it is considered
important to teach and develop emotional intelligence at
school. The main goal here is to develop emotional intelli-
gence instead of using emotions for training”.
Emotional intelligence is developed in the family, society
and educational institutions since it is a continuous pro-
cess. A child learns something every minute, not only from
the teacher, but also from the family and the environment.
Then building a successful EQ and IQ education depends
on three factors:
1. Children have individual needs because they are
different.
2. An atmosphere of support and acceptance in the fa-
mily (the family is interested in the child’s education,
avoids evaluation and criticism).
3. Programs and teachers (strategies of the educational
system).
Most of the time in the training process, specialists se-
parate the EQ factor from the IQ and propose to develop
them separately. Taking this as a premise the Azerbaijani
teacher Fatma Bunyatova, took into account the individual
needs of the students and created the “Cognition School”
(1992) to develop their intelligence and social skills, chan-
ging the 3 important components of the education sys-
tem: the structure of knowledge, learning activities, and
evaluation, developing this way a new constructive lear-
ning system. The results obtained were widely reflected
in his books “Interactive technologies in education and
training” and “Constructive learning: essence, principles
and examples of lessons” (Bynyatova & Salamov, 2018).
During the last 4 years, F. Bunyatova expanded the chan-
ge of training components in the “Transition from teaching
to learning” and “SMART education-Smart youth” pilot
projects implemented in Baku’s secondary schools, crea-
ting a new educational system and adding the digital com-
ponent, laying the groundwork for the mental and emo-
tional development of students. Work carried out in the
project “Transition from teaching to learning” (Ismayilov,
2018) and “Constructive learning: a fuzzy educational
system” (Veysova, 2007) are important results in this re-
gard. Thus, the 3 main educational components changed
by F. Bunyatova were:
1. The program changed the traditional structure of
knowledge with a fuzzy logical structure of knowled-
ge. “Integrity and Fuzzy Modeling Knowledge” des-
cribes the illogical structure of program materials ai-
med at teaching for centuries (Goleman, 2009). It was
arranged in the structure of learning in the scheme of
completeness using the mechanisms of technology.
The logically built program allows each student to de-
velop according to his own cognition, and this deve-
lopment creates a basis for the natural development
of his cognition along with bringing positive emotions.
The difference here is in time: some students succe-
eds quickly, and the others succeeds at his own pace,
slowly.
2. In the course of the lesson, active learning activi-
ty of students was replaced by constructive lear-
ning activity (how will you work? and how will
you think?). The training strategy of the Azerbaijani
educational concept is active (interactive) training.
When students’ active learning in class is changed to
constructive learning, students are at the center of the
lesson in the constructive learning environment that is
created. Constructive training is creative, operational
training. Students build and develop both academic
knowledge and cognitive and social-emotional skills
by reflecting on data in cooperative learning activities.
3. Replace the one-dimensional assessment of
student achievement with a 3-dimensional as-
sessment of achievement (academic knowledge,
cognitive and social skills) was done. A one-dimen-
sional (quantity of correct answers) assessment of
student achievement is replaced by a 3-dimensional
(academic, cognitive, and social skills) assessment of
achievement (Ismayilov, 2018).
To show the importance of the above next we will dis-
cuss and compare between the official approach and
the SMART education approach in creating knowledge,
cognitive and social-emotional skills used in the teaching
of Azerbaijani language (F. Bunyatova, 2007). Training
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technologies, structure of the lesson, tasks, knowled-
ge, and skills created, and forms of evaluation will be
addressed.
Comparison between official and SMART education ap-
proach in the teaching of Azerbaijani language
Let’s start by the knowledge and formal curricula
(Nasreddin, 2003). Since the units are built vertically,
students take years to achieve complete knowledge.
Since the knowledge of students educated with standard
knowledge structure is discrete, they remain discrete in
their thinking. The knowledge included in the program
is not justified, and knowledge is selected and divided
into classes according to the principle of “necessity”.
The main appeal of the reading section of the program
is “conscious reading”. As a result of conscious reading
training, students should acquire the following skills:
1. To understand the text, the facts in the text, the con-
tent of the events.
2. To explain the idea based on the content of the text.
3. To see the motivations of the person involved in the
description of events and facts, the intention of their
relations
As mentioned above, the SMART Azerbaijani language
program is part of the state program “Completeness and
Fuzzy Modeling of Knowledge” (IFMK) (Goleman, 2009). It
should also be emphasized that F. Bunyatova put forward
the idea of logical modeling of knowledge and created na-
tural and artificial models of the Russian and Azerbaijani
languages (Joritz-Nakagawa, 2003). The created pro-
gram is a logical model of the Azerbaijani language built
according to the completeness scheme. The structure of
the SMART-Azerbaijani language program is two-layered.
The first layer is the structural structure of the natural cog-
nitive model (how does a person understand and learn by
thinking?). The second layer is the structural structure of
the artificial cognitive model (how should you understand
and learn by thinking?) created from the first layer (that is,
the natural cognitive model). In these structures, that is, in
the SMART program, students deepen and expand their
knowledge every year due to the horizontal arrangement
in the complete scheme of knowledge. Thus, cognitive
levels of SMART education – SMART Azerbaijani langua-
ge program include: 1) understand; 2) to transform mea-
ning into knowledge, 3) to apply knowledge, 4) analyze
knowledge, 5) to perform operational actions on knowled-
ge, 6) to evaluate and 7) to develop creativity.
Regarding the application of learning technologies and
their different results is important to highlight the use of
active as well as constructive learning. Active (interactive)
training is a training strategy of the Azerbaijani education
concept adopted in 2007, and the main training goal is to
find and master new knowledge in the course of the trai-
ning activity. When you add interactivity to active learning,
students engage in communication, search for and acqui-
re knowledge together (Goleman, 2009). In constructive
learning (CL), the goal of F. Bunyatova’s technology im-
plemented in SMART education is the operational develo-
pment of the student’s thinking in the created constructive
environment. Constructive learning is creative learning as
opposed to active and interactive learning; where each
student builds new knowledge using the knowledge and
experience, he/she has acquired.
In active learning the structure of the lesson is conducted
with the following stages:
1. Activating the class.
2. Using motivation - before starting any research, moti-
vation is used to set the thinking process in motion, to
formulate a research question by the students based
on their knowledge.
3. Conducting research. Research can be done with the
whole class, in small groups, in pairs or individually.
4. Information exchange. Listening to the answer to the
research question posed.
5. Organization and discussion of information. The ob-
tained facts are systematized, and connections are
revealed.
6. Generalization and conclusion.
Regarding constructive training technology F. Bunyatova
based on her own experience and based on J. Piaget’s
theory of cognition established 6 principles. These are
(Veysova, 2007):
1. Searching for the meaning of the topic (the title of the
topic succinctly describes the content). Search is a
kind of awakening of awareness.
2. Completeness scheme of knowledge structures (learn
what you learn in the completeness scheme).
3. Bunyatova’s logical structures of knowledge (each
knowledge contains past knowledge and builds a
bridge to future knowledge).
4. Logical thinking operations (continuous mental ac-
tions on knowledge).
5. Students’ mental model (according to which level inte-
lligence is applied).
6. Training activities.
Also, students participate in 4 activities in the lesson orga-
nized with CT by:
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1. Answering the motivational questions posed by the
teacher to reveal the meaning and core of the topic,
the students reveal their meaning and emotions about
the knowledge to be learned (an activity aimed at the
development of thinking).
2. Interactive work of the teacher with students on the to-
pic, additions and transformation of meaning into new
knowledge through mental actions (cognitive practi-
cal activity).
3. Reflecting about students’ knowledge on the subject
(reflection of the level of understanding).
4. Doing emotional presentations and assessment
of knowledge created by students (creativity
assessment).
The difference between constructive training and active
training is seen in the following:
1. In active learning, student activity is aimed at acqui-
ring knowledge by searching for it. In the two-layer
(mental and educational) activity of constructive lear-
ning, students strengthen it by creating new knowled-
ge based on their acquired knowledge and skills.
2. In active learning, knowledge is learned discretely as
a unit of knowledge. In constructive learning, knowled-
ge is learned as a knowledge structure, in an integra-
tive manner with knowledge that is consistent with it.
Psychologically, this knowledge means the creation
of a multifaceted neural connection, and didactica-
lly, it means going beyond the programs. When each
student performs mental operations on this knowled-
ge in a cooperative or individual case, in addition to
establishing the operationality of his thinking, he also
creates an emotional feeling corresponding to this
knowledge.
Regarding the created knowledge and skills, in active
(interactive) training skills students activates their cons-
ciousness, thinks for the purpose of mastering and un-
derstanding the educational material; remember the re-
ceived information and relate it to previous knowledge. In
constructive training students are involved in two-layered
activities in class: mental and cooperative learning acti-
vities. In mental activity, students learn to perform mental
actions on knowledge, build mental structures in their thin-
king and gradually turn them into cognitive skills.
In a cooperative learning activity, students learn how to
do a given task together. At this time, if the result of cog-
nitive activity is seen in the creation of new knowledge,
the result of emotional-social activity is that students refine
their morals (Dryden & Vos, 2005). They create soft mo-
vements in their behavior. In order to create this flexibili-
ty, the learning activity structures of the students are built
step by step and regulated by moral values and become
socio-emotional knowledge and skills (A. B. Bunyatova,
2002). Constructive training is based on the development
of social-emotional skills together with cognitive skills.
That is, to think and act, to be aware of why the act is
like that and to understand it. In order for the students to
acquire these skills, the teacher indicates in the purpose
of the lesson which cognitive and social skills he will deve-
lop in each constructive lesson. And for this purpose, he
selects thought-provoking tasks and training activities for
performing these tasks.
Evaluation is an important part of any activity, it is well
known that what is not measured cannot be improved. In
active training, in order to develop self-assessment skills,
students evaluate their own learning in front of the class.
Assessment in constructive training is carried out in the
presentation of worksheets. Student achievement is mea-
sured in three dimensions and three-way (the teacher, the
team presenting the task, and the whole class). Attention
is paid at the following evaluation measures:
1. To what extent academic knowledge is correct and
correctly applied.
2. At what level of development is creativity (mental
ability).
3. Level of development of social-emotional skills.
Active and/or constructive learning?
In elementary school with active learning the purpose
and progress of each lesson, the achievements of the
students according to the standards in the “Methodical
tool for the teacher” (Nasreddin, 2003) was reflected. In
2007, alternative programs and textbooks were used only
in 2019. In constructivist learning, lessons are designed
by the teacher based on the seven elements of the lesson.
Each lesson is characterized as a creative lesson, since
each teacher sets the logical questions and creative tasks
of these elements based on his own vision. Students who
answer questions and perform tasks become creators of
their own knowledge
In order to highlight the development of cognitive and so-
cial skills in the training process, the subject was taught
in two classes, one with active training and in the other
with constructive training. Refinement of sample lessons
results from the creation and comparison of students’ aca-
demic, social and emotional knowledge and skills in the
learning environment. The main purpose of using exam-
ples of fiction in the teaching process is to analyze the ac-
tions, thoughts, and emotions of the characters and reveal
their positive and negative aspects and take advantage
of them.
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It was used Mischief-3 classes, a story based on the poem
“Seven Beauties” by Nizami Ganjavi. The way to conduct
each lesson in the textbooks written according to the state
programs in use, in the methodological materials for tea-
chers – MMV [17] were given. Action verbs in the content
standards indicated the ways in which students acquire
academic knowledge. In terms of training objectives, it
was shown in what form they will present the knowled-
ge they have mastered. Although it does not seem that
these knowledge-acquiring and presentation actions are
directed to the students’ lifestyle, life skills - in a word,
their social-emotional development. By working on topics
for students in the Azerbaijani language-3 textbook3 open
questions were asked to achieve these standards, such
as:
1. Why was Bahram Shah angry at Fitna?
2. Why didn’t the general kill Fitna?
3. If Fitna is indeed right, then what can be considered
a skill?
The answer to the first and second questions was clearly
given in the text. The anger of the Shah and the mercy of
the generals are shown as a fact so is is expected that
students to correctly confirm this fact by answering the-
se questions. The answer to the 3rd question comes from
the students’ understanding of the word mercy. In addition
to the 3 questions addressed to students in the textbook,
malong with 10 close questions to actively spend the sta-
ges of the lesson in the teacher’s manual discussion in the
form of a debate was also given. The authors also give
the answers to the questions. In this way, they put both
the teacher and the students in their (authors’) thinking
frameworks and exclude them from the process of self-un-
derstanding. In the way shown in this exclusion process,
the students learn better and draw conclusions based on
their own meanings and visions and not on the meaning
of others.
With constructive training three goals were set in the
SMART lesson: the development of academic knowledge,
intellectual activities and social-emotional skills. When we
say the development of academic knowledge, it is inten-
ded to reveal the students’ prior knowledge about Nizami
Ganjavi and to expand it by adding an artistic example.
Thus pupils mutually develop their cognitive and social
skills in the training and intellectual activities chosen by
the teacher in accordance with the purpose of the lesson.
When training is conducted in the process of cognitive
and emotional understanding, the knowledge and skills
created can be seen transformed into life knowledge and
skills. When analyzing the progress of a typical SMART
lesson, the components of this process are as follows:
1. From a cooperative learning activity. Students an-
swer the questions by discussing in teams and in
class; they present the knowledge and skills created
by answering the questions and tasks in the work-
sheets. Social and emotional skills created and de-
veloped in this activity: speaking in a low voice; quiet
listening skills; to come to a common opinion; accep-
ting each other’s opinion, praise, critical and positive
thinking, tolerance, etc.
2. Unraveling the meaning of the topic. Information
about the author. It is aiming at uncovering the mea-
ning of the name of each subject read and studied by
the students. Here, the topic is called “Fitna” and sin-
ce fitna is a word of Arabic origin, the teacher explains
it (Mayer et al., 1999). “Fitna - confusion, disruption,
confusion; It means to make people and people fight
with each other, to break their relationship.
3. Keyword research. The teacher takes four key words
to unlock the meaning of this lesson: ‘activity’, ‘skill’,
‘habit’ and ‘skill’ and explores what students think
about these words. After the research, the students
learned that it is about human nature, how people
communicate with each other. Since these emotional
aspects are not revealed in the textbook, they are re-
vealed through the questions posed in the analysis of
the actions of the characters.
A questionnaire with multiple questions was administered
to the students. After the comprehension activity, students
are involved in three levels of cognitive activity: 1st level)
it is taken as a fact that the students know what the cha-
racters’ activities and the results of these activities; 2nd
level) how was the result of these facts? and 3rd level)
what emotional skills were observed in the performance
of these facts and how would the students evaluate them?
Since the cognitive activity in the first process is with con-
tent knowledge, the result of this activity is mastering the
content.
Analyzing the questions and answers to these three levels
of cognitive training, the following cognitive, social-emo-
tional skills are formed and strengthened in 8-9-year-old
students:
1. The students answered the teacher’s thought-provo-
king questions as they understood the key words of
the topic and tried to justify them logically. When the
team answered the questions, they demonstrated the
common idea created, and this mental activity shows
the formation of social and emotional skills, such as
accepting each other’s opinion and coming to a com-
mon idea.
2. The students who answered the questions about the
content were in the activity of assimilation and memori-
zation, which shows the low level of cognition, in short,
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finding the idea of the content correctly, remembering
what they read in relation to each other, accepting the
emotions of the characters as a fact.
3. Thought-provoking questions asked at levels 2 and 3
prompt students to analyze the cause of events and
the emotional response to these events. In this mental
activity, what is put in front of the students? for what re-
ason? open questions such as the shah’s arrogance,
the general’s patience, Fitna’s indifference to the shah,
that she is a strong woman, analyzed and explained
their actions as they thought. This self-awareness
process creates in them the high cognitive ability of
imagining what emotional feeling an action creates or
what emotion will create what actions.
4. The students who chose one of the three heroes of
the work, Sarkarda, whose actions were positively
evaluated, applauded choosing good from evil, being
patient, philanthropic, correct, and condemned lying,
arrogance, impatience, and cruelty to people. With
this choice, they have revealed their inner moral va-
lues that they have thoughtfully constructed and the
emotional feelings that these values create.
5. Answering the last two questions of the teacher, the
students wanted to say “your name, you are yourself”
by showing how well the actions of the name given to a
person correspond with their own actions. In Nizami’s
work, they heard the call to acquire the ability to “make
people understand each other”.
6. It can be seen from these views and emotions of the
students that the process of creating social and emo-
tional skills is going on based on these views and emo-
tions during the self-understanding of the questions.
During this questioning, students added what they have
seen and understood in life to the knowledge they have
acquired in class, and they were hungry for the cause of
the action and its emotional color with their own views. The
results of the use of active and constructive learning are
positive since:
•The center of the lesson was the students, not the tea-
cher. Their different answers to the questions are due
to their different ways of thinking, and the students in-
voluntarily take advantage of this difference.
•The questions asked in the lesson were aimed at the
development of students’ inner being. Students who
answer these questions reflect their level of cognitive
development with feelings and words as well as the
emotional level of this development.
•The teacher does not ask the students to think and
answer a question. He said, “What is this?” “How do
you imagine it?” what does that tell you What do you
think about this?” By expanding it with questions, it
awakens the lower- and upper-layer knowledge and
skills of students of different thinking levels. The per-
sonal knowledge that is selected and created from this
awakening is detailed and distinct.
Finally, it is important to point out that New Zealand and
American researchers analyzed more than 500 new tea-
ching methods and concluded that 2-3% of students’
minds were involved in the learning process. According
to them, if 15% of the mind is involved in the learning pro-
cess, then there will be a revolution in education. In our
opinion F. Bunyatova has contributed to this revolution
in education, by involving a higher per cent of students’
mental activity in learning by establishing a smart learning
process. This evolution is the transformation of students’
acquisition and application of lower cognitive skills into
higher cognitive skills: analysis, continuous mental action,
creativity, and critical evaluation.
CONCLUSIONS
Academic literature has repeatedly demonstrated the be-
nefits of the use of emotional intelligence in educational
processes, so its development is of vital importance for
both teachers and students. For this reason, in order to
raise a generation with intelligent and social-emotional
skills according to the demands of our time, the compo-
nents of the education system must change and educa-
tion itself must be intelligent and emotional. The teacher’s
skills of teaching by imparting knowledge should be repla-
ced with learning skills such as posing logical questions,
creating creative and thought-provoking tasks. The trai-
ning process should become a constructive environment
for the development of students’ IQ and EQ through self-
awareness and self-understanding. In order for students
to reflect on knowledge and develop them with emotional
feelings in a new way by performing mental operations,
program knowledge should be arranged in a complete
scheme, with a new logical structure.
The purpose of teaching should be replaced by the purpo-
se of learning, the number of closed or open knowledge-
oriented questions given to students should be reduced,
and the number of thought-provoking and creative ques-
tions should be increased. Students’ knowledge and skills
should be evaluated with three dimensional criteria (ca-
pacity of academic knowledge, level of development of
cognitive and social skills) and the ready-made knowled-
ge transfer structure of textbooks should be transformed
into a creative learning structure. This way every student
should succeed in education by using his inner strength.
In this sense, the use of active and/or constructive lear-
ning is prominent.
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