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aBstraCt
a recent trend in moral education, “social and emotional learning“, incorporates the
mantra of “emotional intelligence“ (EI) as a key element in an extensive programme
of character building. This element is emphasised to an overriding extent in a recent
manual for “life skills education“ in Iceland, which provides the springboard for the
present inquiry. aristotle is often considered to be the founding father of the ideas
behind EI. In making his famous claim that the good life would have to include
appropriate emotions, aristotle obviously considered the schooling of emotions to
be an indispensable part of moral education. However, this paper casts doubt on the
assumption that aristotelians would approve of the clarion call for EI – as understood
by Goleman and the authors of the new Icelandic manual – in the classroom. v­arious
marked differences between EI and aristotelian emotional virtue are highlighted and
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