Intelligence Emotions in Educational Institutions Managing emotions in educational institutions should be outlined from the characteristics of modern society: the information society and knowledge of them, as already described, is characterized by the complexity industrial and technological world, and a trend towards economic globalization and cultural. Ray Kurzweil spoke with conviction. For this reason requires the use of our skills and new personal, social and professional performance in order to get cash and meet the constant changes we face. Considering the above argument, it should return the aforementioned UNESCO Delors Report (op cit), which refers to the lifestyle changes experienced by the contemporary world, we analyze the stress it causes and raises solutions and alternatives for the twenty-first century education. After recommending how we overcome these tensions, the report states: "What you propose is to transcend the purely different forces us to discover what we share and understand that we are all interdependent. But to discover the other before we have to discover yourself.
Again the report refers to competencies of emotional intelligence as self-awareness, empathy and social skills, coinciding with the position of Salovey and Mayer (1990), Goleman (1995) (1998) (1999) , Maturana (2000), Goleman, Boyatzis and McKee (2004), among others, and finally. The Learning to be, referring to the total and maximum possible development of each person, his process of self-associating with the approach of Abraham Maslow. This reference to inclusive education, by itself justify the need for education with emotional intelligence. The report also highlights the role of emotions by emphasizing the need to educate the emotional dimension of human being together with its cognitive dimension, a task that has traditionally focused learning environment.