Intelligence is a general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—”catching on”, “making sense” of things, or “figuring out” what to do. – This definition of Intelligence first appeared in the Wall Street Journal which was signed by 52 intelligence researchers in 1994.

The Modern School seeks to build the above said capability of Cognitive Intelligence in children, through its ISO9001 certified and QCI accredited system of educational governance.

Salovey and Mayer (1990) have defined EI as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.”

The Emotional Competencies (Goleman) model
The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman’s model outlines four main EI constructs:
1. Self-awareness: The ability to read one’s emotions and recognize their impact while using gut feelings to guide decisions.
2. Self-management: Involves controlling one’s emotions and impulses and adapting to changing circumstances.
3. Social awareness: The ability to sense, understand, and react to others’ emotions while comprehending social networks.
4. Relationship management: The ability to inspire, influence, and develop others while managing conflict.
These are summarized as:
a. Awareness of self and others, or congruency and empathy
b. Approval of self and others, or unconditional caring for others and self
c. Self management or discipline without fear
d. Self awareness or congruency and un-conditioning of the mind in relationships
e. Valuing honesty and ethics, or congruency

To protect and nurture the cognitive and emotional intelligence of children, to international standards.
Besides the school’s goal given above, other goals are added in accordance with the feedback from other stakeholders, namely, the management, teachers, students and the society. Presently, they are- good ability to speak, read and write English language; have good ISC and ICSE results; be well groomed and be well disciplined. The school system, the responsibilities, authorities and accountability of all staff, are well defined as per multitasking requirements. Their education, training and assessment is also well defined and effectively carried out.

The Cognitive intelligence (CI) in children is protected by the school by not divorcing linguistic knowledge from experiential knowledge. Learning is activity centred and conducted with a lot of opportunity for children to clarify their understanding through discussion with other students, create operational models and definitions, apply their knowledge to real life, etc.

Cognitive intelligence (CI) is developed in children through HOTS program (HOTS = Higher Order Thinking Skills) as the basis of class-room practice.

Emotional intelligence (EI) in children is protected by the school by not using fear as an instrument of discipline or relationships or leadership.

Emotional intelligence (EI) is promoted through developing empathy, congruency and unconditional caring in teachers, and through them in the students.

The mission statement of the school is

Learning without cramming
Discipline without fear
Excellence without stress
Caring without conditions

Through realization of the above mission through an educational system of international standard of quality management/governance, we seeks to protect and develop, CI and EI of children and enable them to face all kind of life’s challenges throughout life, with self confidence.


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