For almost two decades, the educational world in the West has been populated by a concept that is now so commonplace it is practically slang: Emotional Intelligence (EI). This has been defined as ‘abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathise; to hope.’1