Harnessing the Power of Emotional Intelligence, Scientific Literacy, and

Problem-Solving Skills for Successful Living.

R.A. Olatoye, Ph.D.* and A.A. Aderogba, Ph.D.

1
Department of Science Education, Faculty of Science and Education, Federal University,
Dutsin-Ma, Katsina State, Nigeria.
2
Department of Science, Technology, and Mathematics Education, College of Education, Osun State
University, Ipetu-Ijesa Campus, Osogbo, Osun State, Nigeria.

E-mail: [email protected]

ABSTRACT Grewal, 2005; Taksic, and Mohoric, 2006), have

identified EI underpins many of the best decisions
Emotional intelligence is a person’s ability to deal and most satisfying and successful lives. EI has
successfully with other people while controlling been shown to predict success in academic
his/her feelings. The basic understanding of achievement, employment, marriage and physical
science that should be possessed by everyone, health. Bar-On (1996) explained that emotional
not only professionals in scientific fields are intelligence is one’s ability to deal successfully
frequently referred to as scientific literacy. with other people and while controlling one’s
Intellectual intelligence helps us to understand feelings. Hence, emotional intelligence involves
and navigate the world on one level, but one’s awareness of one’s feelings and the
emotional intelligence helps to succeed in life. feelings of others and the capacity to utilize this in
That is why some people that are academically directing one’s behaviors.
brilliant are socially inept and unsuccessful. In
addition to being emotionally intelligent and Being emotionally intelligent is not enough; there
scientifically literate, successful living entails is need for everyone to be scientifically literate.
ability to tackle problems. Emotional intelligence The basic understanding of science that should
is directly linked to self-esteem, self-awareness, be possessed by everyone, not only professionals
compassion, empathy and adaptability which are in scientific and physical fields are frequently
important predictors of success in life. Harnessing referred to as scientific literacy. Scientific literacy
the power of emotional intelligence, scientific is the knowledge and understanding of scientific
literacy and problem-solving skills therefore concepts and processes required for personal
means exhibiting traits of emotional intelligence decision-making, participation in civic and cultural
while following the scientific habits of mind and affairs, and economic productivity (Erinosho,
problem solving strategies like analyses, 2004; Klopfer, 1995). Without this literacy in
brainstorming, lateral thinking and trial-and-error science, people are likely to be confused by many
to arrive at solution to some challenges or events that happen in the world and less likely to
problems in life. enjoy healthy and secured lives.

(Keywords: emotional intelligence, scientific literacy, In addition to being emotionally intelligent and
problem solving skills, Bar-On model, successful living) scientifically literate, successful living entails
ability to tackle problems. Problem-solving is
considered one of the most complex of all
INTRODUCTION intellectual functions. Problem-solving has been
defined as a higher order cognitive process that
Emotional intelligence involves such skills as self- requires the modulation and control of more
awareness, managing emotions and self-control routine or fundamental skills (Mayer, 1992;
of impulses. Although the construct of emotional Schooler, Ohlsson, and Brooks, 1993). The
intelligence (EI) is relatively new and under nature of human problem-solving methods has
developed, however research evidences on it so been studied by psychologists over the past
far indicate a construct that appears appealing hundred years. Problem-solving is a mental
and worthy of further investigation. Numerous process that includes problem-shaping and
studies (Cooper and Sawaf, 1997; Salovey and tasking of our mental processes for solutions

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(Fogler and LeBlanc, 2007). Problem-solving understand emotions and also regulate emotions
requires the modulation and control of more to promote personal growth (Cherniss, Goleman,
routine or fundamental skills. There is the need to Emmerling, Cowan and Adler, 1998; Cherniss,
tackle some difficult issues in life; marital, 2000). Salovey and Grewal (2005) gave a model
financial, social, medical, career, organizational that includes four types of abilities:
by applying problem-solving techniques and basic
knowledge of science. 1. Perceiving emotions – the ability and
decipher emotion in faces, pictures,
voices and cultural artifacts including the
UNDERSTANDING EMOTIONAL ability to identify one’s own emotions.
INTELLIGENCE Perceiving emotions represents a basic
aspect of emotional intelligence, as it
Mayer and Salovey (1990) defined emotional makes all other processing of emotional
intelligence as the subset of social intelligence information possible.
that involves the ability to monitor one’s own and
other people’s feelings and emotions, to 2. Using emotions – the ability to harness
discriminate among them and to use this emotions to facilitate various cognitive
information to guide one’s thinking and actions. activities, such as thinking and problem–
They further explained that emotional intelligence solving. The emotionally intelligent
is a set of skills hypothesized to contribute to the person can capitalize fully upon his or her
accurate appraisal and expression of emotion in changing moods in order to best fit the
oneself and in others; the effective regulation of task at hand.
emotion in self and others. It is necessary to
mention here that Jack Mayer and Peter Salovey 3. Understanding emotion – the ability to
are the leading researchers on emotional comprehend emotional language and to
intelligence since 1990. appreciate complicated relationships
among emotions. For example,
In 1997, Mayer and Salovey gave another understanding emotion encompasses the
definition that outlined the four branches of ability to be sensitive to slight variations
Emotional Intelligence. Mayer and Salovey (1997) between emotions and the ability to
explained that emotional intelligence has four recognize and describe how emotions
branches namely: evolve over time.

1. Perception, appraisal and expression of 4. Managing emotions – the ability to

emotion regulate emotions in both ourselves and
in others. Therefore, the emotionally
2. Emotional facilitation of thinking intelligent person can harness emotions,
even negative ones, and manage them to
3. Understanding and analyzing emotions; achieve intended goals.
employing emotional knowledge
However, Goleman (1998) focused on emotional
4. Reflective regulation of emotions to promote intelligence as a wide array of competences and
emotional and intellectual growth. skills that define leadership performance.
Goleman model outlines four main emotional
A commendable thing about this outline of intelligence constructs:
branches of emotional intelligence is that each of
them can be measured by generating items on a 1. Self-awareness – the ability to read one’s
questionnaire. Also, they are arranged from more emotions and recognize their impact
basic psychological processes to higher, more while using feelings to guide decisions.
psychological integrated processes. For example
the lowest level branch concerns the relatively 2. Self-management – involves controlling
simple abilities of perceiving and expressing one’s emotions and impulses and
emotion, while the highest level branch concerns adapting to changing circumstances.
the conscious, reflective regulation of emotions.
Emotional intelligence is the ability to perceive 3. Social awareness – the ability to sense,
emotion, integrate emotion to facilitate thought, understand and react to other people’s

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 emotion while comprehending social The Bar-On model provides the theoretical basis
networks. for the Emotional Quotient Inventory (EQ-i), which
was originally developed to assess various
4. Relationship management – the ability to aspects of this construct as well as to examine its
inspire, influence and develop others conceptualization. According to this model,
while managing conflict. emotional-social intelligence is a cross-section of
interrelated emotional and social competencies,
There are many other definitions and skills and facilitators that determine how
explanations of emotional intelligence. However, effectively we understand and express ourselves,
one of the areas of controversies is whether understand others and relate with them, and cope
everybody has an innate ability for EI or whether with daily demands. Bar-On model reveals that
EI is acquired. Goleman (1998) and Boyatzis, older people are more emotionally and socially
Goleman and Rhee (2000) posited that intelligent than younger people, females are more
individuals are born with general emotional aware of emotions than males while the latter are
intelligence competences. more adept at managing emotions than the
former, and that there are no significant
Hein (2007) emphasized that EI starts with the differences in emotional-social intelligence
innate ability and that an individual ability to do all between the various ethnic groups that have been
the components of EI later in life depends on both examined in North America.
the innate potential and one’s life experiences. He
defined EI as the innate potential to feel, use, The results of data analysis clearly suggested a
communicate, recognize, remember, describe, 15-factor structure, which is both empirically
identify, learn from, manage, understand and feasible and theoretically acceptable. In the order
explain emotions. of their extraction, the first ten of the 15 factors
that emerged are:
There are still many other definitions of EI
however, the purpose of this sub-topic is not to 1. Self-Regard,
critique definitions but to enable the readers 2. Interpersonal Relationship,
understand the basic concept of EI so as to 3. Impulse Control,
harness the power in it for successful living. 4. Problem-Solving,
5. Emotional Self-Awareness,
It is important to discuss Bar-On Model because it 6. Flexibility,
provides appropriate link between EI and various 7. Reality-Testing,
social concepts like problem-solving that are 8. Stress Tolerance,
considered important for successful living. The 9. Assertiveness, and
literature reveals various attempts to combine the 10. Empathy.
emotional and social components of EI. For
example, Gardner (1983) explained that the These ten factors appear to be the key
conceptualization of personal intelligences is components of ESI. The other five factors are:
based on intrapersonal (emotional) intelligence Optimism, Self-Actualization, Happiness,
and interpersonal (social) intelligence. Independence, and Social Responsibility (Bar-On,
2006).
Additionally, Saarni (1990) described emotional
competence as including eight interrelated In various publications, Bar-On have described 20
emotional and social skills. Furthermore, Bar-On predictive validity studies to date that have been
at different times have shown that emotional- conducted on a total of 22,971 individuals who
social intelligence is composed of a number of completed the EQ-i in seven countries around the
intrapersonal and interpersonal competencies, world (Bar-On, 2006; Petrides and Furnham,
skills and facilitators that combine to determine 2001).
effective human behavior (Bar-On, 1988, 1997,
2000). Based on the above, it is more accurate to These publications shed a great deal of light on
refer to this construct as “emotional-social the predictive validity of the EQ-i by examining its
intelligence” rather than “emotional intelligence” ability to predict performance in social
or “social intelligence” according to Bar-On’s interactions, at school and in the workplace as
various submissions. well as its impact on physical health,
psychological health, self-actualization and

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subjective well-being (Bar-On, 1997, 2001, 2003, and confidence. Research shows that intellectual
2004, 2006; Bar-On, et al., 2005; Krivoy et al., intelligence has less to do with success in life
2000). Based on these findings, the average than emotional intelligence (Bar-On, 2006;
predictive validity coefficient is .59, which Petrides and Furnham, 2001). Intellectual
suggests that the Bar-On model is indeed able to intelligence helps us to understand and navigate
predict various aspects of human performance the world on one level, but emotional intelligence
including problem-solving skills. Fortunately, the helps to succeed in life. That is why some people
Bar-On model is teachable and learnable. that are academically brilliant are socially inept
and unsuccessful (Bechara, Tranel, and
Soviet-born British psychologist Konstantin Vasily Damasio, 2000; Boyatzis and Sala, 2004). The
Petrides proposed a conceptual distinction missing link in such people is the low level of
between the ability-based model and trait-based emotional intelligence. The difference between
model of EI and has been developing the latter success and failure in life is less a product of
over many years (Petrides and Furnham, 2000; what happens to you than how you react to
Petrides and Furnham, 2001; Petrides, Pita, unexpected, unpleasant and threatening
Kokkinaki, 2007). Traits of EI are "a constellation experiences.
of emotional self-perceptions located at the lower
levels of personality" (Petrides, Pita, Kokkinaki, Emotional intelligence is directly linked to self-
2007). In lay terms, trait EI refers to an esteem, self-awareness, compassion, empathy
individual's self-perceptions of their emotional and adaptability which are important predictors of
abilities. This definition of EI encompasses success in life. Emotional intelligence is what
behavioral dispositions and self-perceived helps you to communicate clearly, lead others
abilities and is measured by self-report as and build powerful relationships at work and in
opposed to the ability-based model which refers your personal life. Emotional intelligence also
to actual abilities (Petrides, Pita, Kokkinaki, 2007) helps you motivate yourself, solve problems and
which have proven highly resistant to scientific achieve your goals (Bar-On, 2006; Reiff, Hatzes,
measurement. Bramel, Gibbon, 2001). However, emotional
intelligence does not necessarily guarantee or
Petrides and Furnham (2001) conducted a protect from life’s tragedies, frustration or
psychometric investigation of trait emotional disappointments. Emotionally intelligent
intelligence with some established trait individuals go through bad times and experience
taxonomies. They reported that traits EI sadness, anger and fear just like any other
correlated negatively with neuroticism (-0.29) and person, but they respond more positively than
positively with extraversion and less emotionally healthy people to these
conscientiousness (0.30 and 0.35 with experiences. Emotional intelligence gives you the
respectively) while it was weakly correlated with ability to cope and bounce back from stress,
openness (0.13) and negative agreeableness (- trauma and loss (Freedman, 2003).
0.01).
A cursory look at the branches or components of
emotional intelligence shows a direct link between
EMOTIONAL INTELLIGENCE AND LIFE EI, problem-solving skill and success in life. One
PROBLEMS of the components of EI is problem-solving
according to Bar-On (2006). The world is full of
Emotions are powerful; they can override problems. Nations have problems and
thoughts, transform relationships and profoundly challenges. Individuals have problems and
influence behavior. Emotional intelligence allows challenges. National problems may include civil
an individual to harness the power to understand war, political stalemate, recovery from natural
himself/herself, overcome challenges, and disasters social vices, terrorism, religious crises
building strong relationships. Above all, emotional to mention a few. Individual citizens also have
intelligence can be learned at any time. Emotional their personal problems. These individual citizens
intelligence is essentially the ability to recognize, make up a nation. If the problems of individual
manage and use your emotions in positive and citizens are solved, reduced or ameliorated by
constructive ways (Smith, Segal and Segal, harnessing the power of emotional intelligence,
2011). It is also about recognizing the emotional the nation will be better for it.
states of others and engaging them in a way that
feel good to all and create mutual safety, trust

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Personal problems can be deviant behavior, low decisions (Salovey, Mayer, Goldman, Turvey and
academic achievement (Petrides, Frederickson Palfai, 1995; Martinez – Pons, 1997).
and Furnham, 2004), marital (such as divorce,
delinquent children, bitterness and hatred, in-law
interference, adultery), social (such as drug SCIENTIFIC LITERACY AND SUCCESSFUL
abuse, maladjustment problem, prostitution, LIVING
addiction and socialization problem), financial
(such as unemployment, un-development, The basic understanding of science that should
unsettled bills, debt and bankruptcy), medical be possessed by everyone, not only professionals
(such as stress, terminal diseases, obesity, in scientific and physical fields are frequently
smoking and deformity or disability) referred to as scientific literacy (Klopfer, 1995).
career/profession (such as failure, lack of The development of scientific literacy is a central
promotion and memory failure ) and many others. concern of science education in all its
ramifications. Knowledge of scientific concepts
It is important to device ways of removing or can be gained in formal instructions given
coping with life’s problems. Successful living does students in secondary schools and tertiary
not mean lack of problems but ability to subdue or institutions and also in the less formal teaching
manage problems while still advancing on the that takes place in science museums and
ladder of progress (Freedman, 2003; Brackett science-technology centers.
and Mayer, 2004). The fact that EI is one of the
factors affecting success in life is now widely Scientific literacy is the knowledge and
accepted. World Health Organization listed ten understanding of scientific concepts and
skills that are required for success in life which processes required for personal decision-making,
include self-awareness, empathy and inter participation in civic and cultural affairs, and
personal relations. These are traits of high EI economic productivity (National Research
therefore; EI can contribute to life skills. Council, 1996). Scientific literacy is considered to
be composed of five basic components:
People often mistake Intelligent Quotients (IQ)
with emotional intelligence. Intelligent Quotient 1. Knowledge of significant science facts,
has to do with person’s memory, reasoning ability concepts, principles and theories.
and fluency with language and mathematical
ability while EI is linked with a person’s moods, 2. Ability to apply relevant knowledge in
attitudes, empathy and motivation. These are everyday life;
powerful forces that can result in an individual’s
success in business or social settings. Office 3. Ability to utilize the processes of scientific
Information Tips (2009) explained that IQ only inquiry;
contributes about 20% of the factors that
determine a person’s success while EI 4. An understanding of general ideas about the
contributes about 80 %. A person with a high IQ characteristics of science and the important
has wide intellectual capacity and range of interactions of science, technology and
interest, confidence and fluency in expressing society;
thoughts and opinions, a tendency to be anxious
and to worry and a critical nature. 5. The possession of informed attitudes and
interest related to science.
On the other hand, a person with high emotional
intelligence have empathy for others, express Science educators (Erinosho, 2004; Ivowi, 1990;
their feelings directly, poised, cheerful and have a Klopfer, 1995) are of the opinion that when
capacity to develop relationships. This is not to people’s understanding and skills expressed in
say IQ is not important, however to be successful these components are fully developed, learners
in life, it is important to improve the emotional can function successfully in a contemporary
aspect of life. Many people who are successful in technology-based society. Without this literacy in
life (financially, martially, professionally and science, people are likely to be confused by many
health-wise) are not necessarily people with high events that happen in the world and less likely to
IQ because those who understand their emotions enjoy healthy and secured lives. The goal of any
and feelings are able to make informed and better society therefore should be to develop as well as
encourage scientific literacy among her citizens. It

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is only when significant percentage of a nation’s 1. Sex education and reproductive health:
citizens is scientifically literate that science can be Basic diagrams of the male and female
used as the vehicle for development. It is also by reproductive systems, natural family
strengthening the scientific skills of the citizens planning method, etc.
that they will be empowered to solve myriad
problems that confound the nation in agriculture, 2. Food and nutrition: Classes of food,
health, environmental management and disease balanced diet, etc.
control.
3. Basic units of measurement and
Moreover, it is becoming more evident that for conversion: Centimeters, meters, miles,
any nation to keep pace with the global kilometers
technological advances, she must develop a
mass of people that understand science and can 4. Pollution and environmental
effectively use the knowledge. Therefore, through management: Oil spillage, climate
scientific enterprise, innovations and invention change, greenhouse effect, etc.
would emerge that could translate into practical
terms through technological breakthrough for the 5. Microbial activities and rules of hygiene
advancement of humans (Olatoye, 2002). This is
very important to fully realize the objectives of 6. Shape of the earth, longitude, latitude,
science education, which include production of a GMT, time zones in the world
scientifically literate society. Facts and figures on
mass and scientific literacy programmes should 7. Water treatment techniques
give all education stakeholders vision to project
into the future. 8. Genetic concepts in marriage: Sickle cell
inheritance, blood groups
There are three types of scientific literacy. Shem
(1975) emphasized practical and civic aspects of 9. Causes and effects of some common
scientific literacy. Practical literacy include diseases like malaria, cancer, polio, AIDS
information on such aspects of life like shelter, and tuberculosis.
diet, child rearing, water and food supply. Civic
scientific literacy enables citizens to contribute to 10. Basic functions and diseases associated
debates about a range of science-related issues with different organs in the body of
on public policy (e.g. fluoridation of drinking human beings. Organs include kidneys,
water, nuclear power or contraception). Scientific lungs, liver and heart.
literacy is therefore concerned with health,
recreation, safety at work, domestic energy Now, rate your basic knowledge on each of the
management, and so on. basic scientific topics listed above, assuming
each topic carries 10 marks. If you are below
Olatoye and Oyundoyin (2001) and Olatoye average, you do not need to go back to
(2008) asserted that scientific literate citizens secondary school to study science or change
should be able to provide scientific explanation to your course of study. No matter your score, you
many events happening around them. This is can still improve. There are easy-to-read
very important because some cultural beliefs are textbooks on these basic topics. There are many
antagonistic to scientific proofs and this affects people who are not graduates of science or
the students even in the science class. Being science-related fields but have these basic
emotionally intelligent alone without knowledge of science that help them to make
understanding of some basic concepts in science informed decisions and provide scientific
can make a person look like an illiterate. Scientific explanations to events around us. A person with
literacy should be able to provide answers to good knowledge of these concepts is likely to
some frequently asked questions. Olatoye (2002) have good scientific attitude like curiosity and
asserted that it is important for every citizen objectivity instead of providing explanations to
claiming to be literate and well-informed in the events based on cultural practices and
society to have basic understanding of the superstition.
following scientific concepts even if he is not a
scientist or in a science-related field. Many people give different explanations for the
appearance of rainbow in the sky. Science

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teachers in literacy classes should be able to them so that they can function effectively in the
explain the concept of refraction. This can be society rather than being victims of superstition
demonstrated and illustrated (Lee and Fraser, and taboos. Some people today do not believe in
2001; Lynch and Livingstone, 2001). Water can the existence of Acquired Immuno Deficiency
poured be into a transparent container, a stick Syndrome (AIDS) because they cannot just
can be dipped inside it. The stick will appear bent imagine the world of the ‘invisible’, which is the
at the surface of the water. This can be used to world of micro-organisms (Valerio and Bundy,
teach real and apparent depths in refraction of 2004; William, Milligam and Odemwinge, 1997).
light rays. Light rays passing through a prism They ask ‘How can something one cannot even
being refracted and breaking the light rays into see then be so strong to kill just by their presence
different colors can also be demonstrated. When on a syringe or needle?’ Scientific literacy no
these simple experiments are carried out, then doubt will help in eradication of communicable
the scientific explanation for the appearance of and even non-communicable diseases. An
rainbow can then be given. Rainbow occurs individual is not completely literate (though may
when it has just rained and there are droplets of be highly emotionally intelligent) until scientifically
water in the atmosphere. The sun appears, literate.
producing light rays which pass through the water
droplets and then refracted into the sky breaking
into different colors otherwise known as rainbow SCIENTIFIC ATTITUDES CAN BE IMBIBED
(Lynch and Livingstone, 2001). FOR GOOD LIVING

One of the reasons for scientific literacy is to Scientific attitude is the ability to react
enable learner make informed decision. The consistently, rationally and objectively in certain
transfer of sickle cell genotype can also be ways to a novel or problematic situation. It is the
illustrated. This will help them to make informed ability to do things in a way that rely on proven
decision about who to marry and or to counsel principles rather than unverified principles. A
intending couples. The likely offspring (or person with good scientific attitude is free from
children) that can emerge when people of superstition, unverified assumptions and many
different genotypic groups marry each other can times from popular opinion that has no empirical
be explained and illustrated (Hebbel, 2008). For basis (Olatoye, 2002; Klopfer,1995). A person
example, if an AS father (carrier) marries another with scientific attitude is not necessarily a
AS mother (also a carrier), the probability that scientist, but he or she consciously or
they will give birth to a sickler is ¼. If this group of unconsciously thinks, acts and demonstrates
people are already married and are fortunate to traits that are common among scientists. The
have two children who are not sicklers they person expresses habits or tendencies which
should be advised to stop giving birth to children. include open-mindedness, accuracy, suspended
The illustration is presented in the box below: judgment, critical-mindedness, honesty and
investigating true cause and effect relationships.
Father (AS)
A S Webber (2011) explained the attitudes that
scientists manifest when engaged in an inquiry or
Mother(AS) A AA Normal AS Carrier investigations. They are:
S AS carrier SS Sickler
1. Beliefs: a scientist believes that
everything that happens in this world has
a cause or reason.
Many other experiments and illustrations can be
given. For example experiments to show the 2. Curiosity: a scientist shows interests and
percentage of oxygen in the air and relative pays particular attention to objects or
density of liquids will make students in scientific events. He asks questions and seeks
literacy class to understand why ordinary water answers.
cannot be used to put off fire from petrol.
Inculcating scientific literacy into the functional 3. Objectivity: a scientist is objective and
literacy class will not only make students to be does not allow his feelings and biasis to
able to read and write but to also provide influence his recordings or observations,
scientific explanation to events happening around

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 interpretation of data and formulation of probably lead an individual to get solution to life’s
conclusion. problems. Essentially, problem-solving is the
4. Inventiveness: a scientist can generate essence of scientific investigations. Students are
new and original ideas. given a problem; they follow the guidelines of
problem-based learning to solve the problem.
5. Open mindedness: a scientist listens to Problem-solving in science is typically referred to
and respects the ideas of others. He as the scientific habit of mind which according to
accepts criticism and changes his mind if Wetzel (2008) include:
reliable evidence contradicts his belief.
1. Asking questions based on observations
6. Critical-mindedness: a scientist bases and prior knowledge and experience.
suggestions and conclusion on
evidences. When in doubts, he questions 2. Constructing hypotheses to guide an
the veracity of a statement in relation to investigation.
the evidences presented.
3. Designing and conducting a science
7. Risk-taking: a scientist expresses his investigations.
opinions and tries new ideas even at the
risk of failure or criticism. 4. Repeated Trials – conducting an
investigation several times to average the
8. Intellectual honesty: a scientist gives the data and determine the legitimacy of the
truthful report of observations. He does data.
not withhold important information just to
please himself or others. 5. Accurate Records – keeping accurate
data for all observations and
9. Humility: a scientist is humble when he investigations.
admits that he is not free from committing
errors. There may be better ideas and 6. Drawing Conclusions – based on
individual who may be consulted to arrive scientific investigation, prior knowledge
at correct observations and conclusions. and experiences.

10. Responsibility: a scientist actively 7. Using data to develop reasonable

participates in a task and also dutifully explanation of scientific investigation.
performs tasks assigned to him.
8. Realizing that different conclusions can
It should be mentioned again that though these be drawn from the same set of data and
scientific attitudes are qualities possessed by are still correct.
good scientists, they can help in solving life’s
problems. Scientific attitude should therefore be Harnessing the power of problem-solving in
taught to all students irrespective of whether the science therefore means following the steps or
course of study is science or non-science based. scientific habits of mind listed above to arrive at
No doubt, anybody, that poses these qualities are solution to some challenges or problems in life.
not likely to be victims of superstition and taboos. Take problem of unemployment for example.
These qualities can make an individual to live a Following the steps above can help an individual
satisfied and fulfilled life. having problem find solution. May be I can call
this social applications of scientific principles. Let
us consider the first two steps above:
APPLICATION OF PROBLEM-SOLVING
TECHNIQUES IN SCIENCE FOR SUCCESSFUL 1. Asking questions based on observation
LIVING and prior knowledge and experience.
What can I do to be engaged? What
In addressing problem–solving skills in science in services are needed in this environment
this write-up, we do not intend to drag readers that I can provide? Who can I contact to
into the study of pure science. The point being help me out? The questions are many.
made here is that there are ways scientists solve
problems which if applied to social problems can

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2. Constructing hypotheses to guide an 4. Divide and Conquer: breaking down a large,
investigation. Hypothesis simply means complex problem into smaller, solvable
assumptions, realistic, positive and problems.
simple assumption should be made. This 5. Hypothesis testing: assuming a possible
stage requires visions, boldness and explanation to the problem and trying to prove
clarity of purpose. A simple proposal in or disprove the assumption.
the mind, and creative mental ability to
perceive likely problems and 6. Lateral thinking: approaching solutions
breakthrough. Theoretically, proposing indirectly and creatively.
workable ideas in the mind or on paper.
List possibilities while still planning. 7. Means-ends analysis: choosing an action at
each step to move closer to the goal.

GENERAL PROBLEM-SOLVING TECHNIQUES 8. Method of focal objects: synthesizing

seemly non-matching characteristics of
Problem-solving is a mental process that includes different objects into something new.
problem-finding and problem-shaping and tasking
of the mind to get solution to problems. 9. Morphological analysis: assessing the
Considered as a complex intellectual function, output and interactions of an entire system.
problem-solving has been defined as a higher
order cognitive process that requires the 10. Reduction: transforming the problem into
modulation and control of more routine or another problem for which solutions exist.
fundamental skills (Amsel, Langer and
Loutzenhiser, 1991). The nature of human 11. Research: employing existing ideas or
problem-solving methods has been studied by adapting existing solutions to similar
psychologists over the past hundred years. There problems.
are several methods of solving problems, in
clinical psychology, research have focused on 12. Root cause analysis: eliminating the root
role of emotions in problem-solving (D’Zurilla and cause of the problem.
Nezu, 1982), demonstrating that poor emotional
control can disrupt focus on the target task and 13. Trial-and-error: testing possible solution until
impede problem resolution (Rath, Langenbahn, the right one is found.
Simon, Sherr and Driller, 2004).
Many of these techniques are also in line with
Problem-solving techniques are applicable in what many other authors suggested. Authors like
diverse fields of study which include reading, Mayer (1992), Fogler and LeBlank (2007) also
writing, calculation, political decision-making, proffer strategies similar to those listed above for
problem-solving for business, managerial solving problems.
problems-solving, lawyers’ reasoning, computer
skills, game playing, personal problem-solving
and solving of social problems (Frensch and PROBLEM-SOLVING HINTS AND WISDOM
Funke, 1995; D’Zurilla and Nazu,1982). Problem-
solving techniques that have been identified are: In problem–solving, four basic steps are
important: (i) Define the real problem, not the
1. Abstraction: solving the problem in a model symptoms (ii) Generate alternatives and choices
of the system before applying it to the real that can solve the problem (iii) Evaluate the
system. alternatives and make selection and (iv)
Implement solutions.
2. Analyses: using a solution that solved an
analogous (similar) problem. Harris (2002) gave the following hints on how to
solve problems.
3. Brainstorming among groups of people:
suggesting a large number of solutions or 1. Take time to examine and explore the
ideas, combining and developing them until problem thoroughly before setting out in
an optimum is formed. search of a solution. Often, to understand
a problem is to solve it.

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 16. A maker follows a plan, a creator
2. Breaking the problem into smaller parts produces a plan. Create your own plan.
often makes solving it much easier. Solve 17. Creativity is the construction of new
each part separately. things out of old things through efforts
and imagination.
3. The resources for solving problems are
immense and ubiquitous. In problem-solving, there is the need to gather
problem, generate superior alternatives, choose
4. You can always do something. and implement the best solution, evaluate what
you learn, and use that knowledge to create even
5. A problem is not a punishment. It is an better outcomes. You are able to leverage your
opportunity to increase the happiness of creative skills to find better solutions for virtually
the world and show how powerful you any technical problem (Schooler, Ohlsson and
really are. Brooks, 1993; Mayer, 1993; Fogler and LeBlanc,
2007). The area of psychology that studies the
6. The formulation of a problem determines process involved in finding solution to problems is
the range of choices, the question you cognitive psychology.
ask determines the answers you receive.

7. Be careful not to look for solution until STRATEGIES FOR IMPROVING EMOTIONAL
you understand the problem, and be HEALTH
careful not to select a solution until you
have a whole range of choices. Emotional Intelligence enhances general emotion,
not only to cope in our places of work or achieve
8. The initial statement of a problem often material prosperity, but it also assists in having
reflects a preconceived solution. good mental health. People who are emotionally
healthy are in control of their emotions and their
9. A wide range of choices (ideas, possible behavior. They are able to handle life’s inevitable
solutions) allows you to choose the best challenges, build strong relationship, and lead
from many. productive, fulfilling lives such people are able to
recover quickly when bad things happen to them.
10. People work to implement their own ideas
and solutions much more energetically According to Smith, Segal and Segal (2011),
than they work to implement other mental or emotional health refers to your overall
people’s ideas and solutions. psychological well-being. It includes the way you
feel about yourself, the quality of your
11. Remember the critical importance of relationships, and your ability to manage your
acceptance in solving problems. A feelings and deal with difficulties. Good mental
solution that is technologically brilliant but health is not just the absence of mental health
socially stupid is not a good solution. problems. It is not even absence of mental illness,
mental and emotional health refers to the
12. When the goal statement is clear but the presence of positive characteristics. People who
present state is ambiguous, try working are mentally and emotionally healthy have:
backwards.
A sense of contentment
13. Procrastinators finish last. A zest for living and the ability to laugh and
have fun
14. Denying a problem perpetuates it. The ability to deal with stress and bounce
back from adversity
15. Solve the problem that really exists, not A sense of meaning and purpose, in both
just the symptoms of a problem, not the their activities and their relationships
problem you already have a solution for, The flexibility to learn new things and adapt to
not the problem you wish existed and not change
problem someone else thinks exists. A balance between work and play, also rest
and activity

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 The ability to build and maintain fulfilling Emotion is very important in interpersonal
relationships communication and getting on well in life. Human
Self – confidence and high self – esteem beings are social in nature and therefore cannot
life in isolation. Emotional intelligence helps us
In literature, the following strategies or tips have achieve our potential, and to fulfill our hearts’
been suggested to improve mental and emotional ambitions. The more we develop and refine our
health: emotional intelligence through the right
knowledge of basic scientific understanding and
Get enough rest problem-solving skills, the more we can enjoy
Learn about and practice good nutrition fulfilling relationships, make informed decisions,
Exercise to relieve stress and lift your mood realize deepest longings, manage life’s conflicts
Limit alcohol and avoid cigarettes and other and create fair, peaceful and sustainable society.
drugs
Do things that positively impact on others Evidence from literature continues to suggest that
people with high level of emotional intelligence
Limit unhealthy mental habits like worrying
have greater career success, foster greater
Avoid negative thoughts like thought of
personal relationship, have more effective
suicide or death
leadership skills and healthier than those with low
Put the negative things that happened to you emotional intelligence. Furthermore, they are able
in the past behind you (e.g., death of parents to monitor and evaluate others’ feelings,
or other traumatic experience like war or empathize with others and they also possess
hospitalization). interpersonal skills (Mabekoje and Ogunyemi,
2003; Olatoye, Akintunde and Yakasai, 2010).
THE ROLE OF EMOTIONAL INTELLIGENCE IN
SUCCESSFUL LIVING CONCLUSION
EI shows significant positive relationship with It is necessary to emphasize that problem-solving
many positive outcomes, especially with life is a mental process. Considered one of the most
satisfaction. The relationship between emotional complex of all intellectual functions, problem-
intelligence and life satisfaction remains solving has been defined as a higher order
significant even after controlling effects of cognitive process that requires the modulation
personality traits and social skills (Taksic and and control of more routine or fundamental skills
Mohoric, 2006). EI traits are recognized in many (Amsel, Langer and Loutzenhiser, 1991). The
different areas, like workplace, in clinical nature of human problem-solving methods has
psychology, interpersonal skills and in learning been studied by psychologists over the past
and achievement. EI is a strong predictor of hundred years. Everybody goes through
success in the workplace through its significant disappointment, loss and change. These are
association with transformational leadership, normal parts of life which can cause sadness,
ability to foster group cohesiveness, strengthen anxiety and stress. The difference is that people
commitment to organization and permit self- who are emotionally strong have an ability to
esteem (Abraham, 2005). Emotionally intelligent bounce back from adversity, trauma and stress.
individuals are assumed to be socially effective. This ability is called resilience. People who are
emotionally strong and stable are able to cope
Schuttle et al. (2001) reported that emotional with difficult situations while still maintaining a
intelligence had a close link with interpersonal positive look.
relations, self-monitoring, affectionate
relationships and marital satisfaction. Persons In order to enhance emotional intelligence which
with higher emotional intelligence have higher many studies have linked with successful living, it
ability to express empathy. Empathy is an is important to have basic knowledge that can
important component of EI Self-monitoring is the assist in running day-to-day activities as well as
ability to (a) Understand other people’s emotions able to provide logical explanations to some
and behaviours, (b) Understand environmental experiences within us and as well as events
contexts, and (c) Modify self-presentation in taking place around us. This is why the basic
response to such understanding. knowledge of science is important. There is also
the need to tackle some difficult issues; marital,

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financial, social and medical, career, Intelligence: An International Handbook. Hogrefe
organizational by applying problem – solving and Huber Publication: Cambridge, UK. 255-270.
techniques.
2. Amsel, E., R. Langer and L. Loutzenhiser. 1991.
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The good news is that it is possible to learn Mechanism. Lawrence Erlbaum Associates:
emotional Intelligence (Bar-On, 2006). Emotional Hillsdale, NJ. 233-250.
Intelligence involves a cluster of skills which
include self-control, zeal, persistence and self- 3. Bar-On, R., J.M. Brown, Y. Kirkcaldy and B.D.
motivation. Every student/citizen must be taught Thome. 2000. “Emotional Expression and
the essentials of handling anger, managing Implications for Occupational Stress: An
Application of Emotional Quotient Inventory (EQ-
conflicts, developing empathy, and controlling i)”. Personal and Individual Differences. 28:1107-
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Counselors should help children recognize and
manage their emotions. Educators/Administrators 4. Bar-On, R. 1988. “The Development of a Concept
should be models in caring and respectful of Psychological Well-Being”. Unpublished
interactions with students/employees. With Doctoral Dissertation. Rhodes University, South
increasing level of literacy worldwide, schools Africa.
should design programs that would assist
students in developing emotional intelligence, and 5. Bar-On, R. 1997. The Emotional Quotient
Inventory (EQ-i): Technical manual. Multi-Health
to develop tolerance and acceptance of Systems, Inc.: Toronto, Canada.
differences.
6. Bar-On, R. 2000. “Emotional and Social
Similarly, basic knowledge of scientific concepts Intelligence: Insights from the Emotional Quotient
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in the school curriculum. Every graduate of our (eds.). Handbook of Emotional Intelligence.
school system, school have basic knowledge of Jossey-Bass: San Francisco, CA.
sex education and reproductive health, food and
nutrition as well as problem-solving skills that can 7. Bar-On, R. 2001. “Emotional Intelligence and Self-
Actualization”. In: J. Ciarrochi, J. Forgas, and J.D.
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make intelligent and informed decisions (Klopfer, Life: A Scientific Inquiry. Psychology Press: New
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suicide, unemployment, conflicts in work 8. Bar-On, R. 2003. “How Important is it to Educate
organization, marital instability, mental health People to be Emotionally and Socially Intelligent,
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