Developing human resources is an intellectual, emotional and moral endeavor. Mind, heart and will, as well as truth, love and just have subjective and objective, as well as individual and collective aspects that all need to be considered for a holistic understanding. Utilizing our minds, hearts and wills in pursuit of truth, love and justice, is a powerful contributor to human resource development. These capacities enable and encourage individuals to be capable, conscious and conscientious developers of themselves and their communities. If we fail to address the mind, heart and will and to develop each faculty fully, we will not develop the goals, values and actions essential to making a whole, healthy and balanced person, organization and society. Their development leads to a healthy self-knowledge, self-esteem and self-reliance that can counteract the egotism, narcissism and selfishness that is endemic in modern society.
This is a complex, difficult and lifelong process involving the emotional abilities to perceive, use, understand and manage emotions (Mayer and Salovey, 1997), and of self-awareness, self-management, social awareness, and relationship management (Goleman, 1998). The moral intelligence capacities of integrity, responsibility, forgiveness and compassion (Lennick and Kiel, 2005) and empathy, conscience, self-control, respect, kindness, tolerance and fairness (Borba, 2001), along with the spiritual qualities of critical existential thinking, personal meaning production, transcendental awareness and conscious state expansion (King & DeCicco, 2009), are important for development. As we attend to these so that human potential and motivation are released, happiness, honor, well-being and security will grow. We currently suffer from a lack and imbalance of these qualities.
Our minds, hearts and wills are challenged by our aggressive and alluring materialistic, consumer-driven and narcissistic culture that has corrupted these faculties and their powers. As we consecrate ourselves in service to the greater good utilizing the creative powers of our natures through the application of truth, love and justice, we develop our human resource and release our potential. It requires the exercise of our minds, hearts and wills, and develops integrity, prosperity and healthy authenticity, altruism and autonomy. As we strive for excellence in the humble spirit of service, physical, psychological and spiritual well-being will follow for the individual, and the communities and institutions of which they are a part.
Association of Supervision and Curriculum Development Panel on Moral Education. (1988). Moral education in the life of the school. Educational Leadership, 45(8), 4-8.
Borba, M. (2001). Building moral intelligence. San Francisco: Jossey-Bass.
Buckley, M., & Saarni, C. (2009). Emotion regulation: Implications for positive youth development. In R. Gilman, E, Huebner, & M. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 107-118). New York: Routledge.
Childre, D. L. & Martin, H. (1999).The HeartMath solution. New York: HarperCollins.
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York: Simon and Schuster.
Damon, W. (1988). The moral child. New York: Free Press.
Emmons, R.A. (2000). Is spirituality an intelligence? Motivation, cognition, and the psychology of ultimate concern. International Journal for the Psychology of Religion, 10, 3-26.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Goleman D. (1998). Working with emotional intelligence. New York: Bantam Books.
Goleman, D. (2006). Social intelligence: The revolutionary new science of human relations. New York: Bantam Books.
Gottfredson, L.S. (1997). Foreword to “intelligence and social policy”. Intelligence 24 (1): 1–12.
Gershon, M. (1999). The second brain. New York: HarperCollins.
Geula, K. (2004). Emotional intelligence and spiritual development. Paper presented at the Forum for Integrated Education and Educational Reform sponsored by the Council for Global Integrative Education, Santa Cruz, CA, October 28-30. Retrieved from http://chiron.valdosta.edu/whuitt/CGIE/guela.pdf
Hamacheck, D. (2000). Dynamics of self-understanding and self-knowledge: Acquisition, advantages, and relation to emotional intelligence. Journal of Humanistic Counseling, Education & Development, 38(4), 230-243.
Hoffman, M. (2000). Empathy and moral development: The implications for caring and justice. Cambridge, UK: Cambridge University Press.
Huitt, W. (2010). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27, Athens, Greece. Retrieved May 9, 2011 from http://www.edpsycinteractive.org/papers/holistic-view-of-schooling.pdf
Isen, A. (2008). Some ways in which positive affect influences decision making and problem solving. In M. Lewis & J. Haviland-Jones, Handbook of emotions (3rd ed.) (pp. 548-573). New York: Guilford Press.
King, D. B., & DeCicco, T. L. (2009). A viable model and self-report measure of spiritual intelligence. International Journal of Transpersonal Studies, 28, pp. 68-85.
Lazarus, R. (1999). The cognition-emotion debate: A bit of history. In T. Dalgleish & M. Power (Eds.), Handbook of cognition and emotion (pp. 3-20). New York: Wiley.
Lennick. D., & Kiel, F. (2005). Moral intelligence: Enhancing business performance & leadership success. New Jersey: Wharton School Publishing.
Mayer, J., Roberts, R., & Barsade, S.G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507-536.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433-442.
Mayer J. D., & Salovey, P. (1997).What is emotional intelligence? In P. Salovey and D. Sluyter, (Eds.) Emotional development and emotional intelligence: Educational implications (pp. 3–31). New York: Basic Books.
Mustakavoa-Possardt, E. (2004). Education for critical moral consciousness. Journal of Moral Education, 33(3), 245-269.
Saarni, C. (1997). Emotional competence and self-regulation in childhood. In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 35-66). New York: Basic Books.
Seligman, M.E.P. (2002). Authentic happiness. New York: Free Press.
Seligman, M.E.P. (2011). Flourish. New York: Free Press.
Zohar, D. (2000). SQ: Connecting with our spiritual intelligence. London: Bloomsbury.
Zohar, D., & Marshall, I. (2001). Spiritual intelligence: The ultimate intelligence. London: Bloomsbury.