José L. Redondo’s contribution to Neuroeducation to be, not to do (chapter 6) is based on the fact that in all learning processes emotions are essential and that there are two factors that have an important impact: the beliefs that teachers have about their students and the image that students have about themselves. In the classroom this means: teaching students that intelligence can be developed, helping students to consider the curriculum as a relevant element in their lives and that they feel the school is theirs, helping them also to set goals, identify objectives and learn self-control strategies.
There are two factors that have an important impact: the beliefs that teachers have about their students and the self-image that students have about themselves.
Chapter seven, An opportunity for transformation, puts us before a Francisco Riquelme vitalist and convinced that as a teacher he must succeed in converting the curriculum and the subjects he teaches into learning opportunities for his students and also for himself; that an emotional bond must be established to make the classroom a meeting place. However, the author emphasizes that without a change in the personal sphere it is impossible for anything to change, to end up really transforming an educational system designed for a world that no longer exists. Riquelme considers it essential to ask the question What is the classroom for me? because the answers unmask the position we have as teachers. But also this other one: why do we do what we do in education, a question that leads us to find the ultimate meaning, the purpose of education. Seeking coherence between individual consciousness (ego) and unity consciousness (being) opens the door to educating the whole person.
José María Toro is the author of chapter eight: Education as Updating of the Self. Educating from what we are. We emphasize one of the first statements: Every educational process from the being is not other thing that a process of growth and development. …] It points at the same time to what the child already is and not so much to what it is considered that he should be (p. 133). In an education of the self the what are the contents and also the way to work with them, the attitudes and values that surround them and the way they are expressed. A what centered on a who, whether it is the teacher or the student. The author calls it a pedagogy of presence. The next step is to be clear about the why, which will lead us to the how, the when and the where. This is, for example, to live time as kairos instead of chronos; to take advantage, then, of any moment and find it within each person, even though we will have to consider the school and the classroom as spaces impregnated with life. We are faced with an experiential, not theoretical, approach. It is materialized by following a dynamic that consists of a few steps or moments and that have a prerequisite: the level of consciousness of the teacher: his or her inner life must have previously lived this experience.
In Chapter Nine: Emotional Intelligence in the Classroom, Ana Peinado puts to the reader’s consideration the elements that should be taken into account when applying emotional intelligence programs in the classroom. Psychology has been moving from a behavioral approach to a cognitive one and has ended up in the current version where several lines are focused on emotions. Positive psychology seeks well-being and emotional growth. Some ideas for translating these principles into the classroom are: the recognition of emotions, the work of personal competencies such as self-esteem, motivation, self-control; the work of social skills, assertiveness, or empathy; and the development of personal strengths such as optimism. The key is that all these concepts -says the author- are competences and can be learned.