The theory of emotional intelligence has become one of the most relevant topics in the field of education when there is a need to develop emotional intelligence in order to achieve positive results in the field of education and training. The article analyzes views on emotional intelligence in pedagogical discourse. First, the meaning of the term "discourse" is defined, and then the features of pedagogical discourse are described. G. Gardner's theory of "multiple intelligence", which is the basis for the theory of emotional intelligence, is evaluated and revisited. Emotional intelligence is a person's ability to control his own and consider other people's emotions, to differentiate emotions, and to know and understand the desires and intentions of other people and himself. It is important for a person to be able to control his emotions and to understand other people's emotions, regardless of the sphere of society. This article highlights the importance of a model of education based on multi-intelligence and emotional intelligence in modern pedagogy gives priority to the development of the individual aspect of the student in education.
Pedagogical Discourse, Emotional Intelligence, Empathy, Educational Process, Education