PassageWorks Institute

r, PassageWorks staff & faculty and colleagues around the country. During the 1990’s Kessler worked closely with Daniel Goleman and SEL researchers to rigorously define this field that built upon Howard Gardner’s recognition of the importance of “intrapersonal” (emotional) and “interpersonal” (social) intelligence. Goleman’s concept of “emotional literacy” refers to the discovery that the emotional and social skills of children can be cultivated as part of the school curriculum, and that doing so enhances cognitive learning and personal resiliency in the face of change and challenge. At the same time that Goleman’s research demonstrated that EQ was a greater predictor of academic and life success than IQ, the fields of brain research and learning theory demonstrated the essential role of the emotions in motivation and learning.

“Emotion drives attention, attention drives memory, and memory drives learning,” wrote Robert Sylwester in his groundbreaking summary of the application of brain research to learning. During this period, Kessler began to work more broadly to increase awareness among educators of the nature of and need for development of the inner life in children and adolescents, and to provide training to foster such development in schools. In 1997, Kessler co-authored a book with eight researchers from the Collaborative for the Advancement of Social and Emotional Learning (CASEL) entitled Promoting Social and Emotional Learning: Guidelines for Educators. This planted her firmly in the leadership circle of theorists in the SEL movement. Kessler’s own book, The Soul of Education: Helping Students Find Connection, Compassion and Character at School (ASCD, 2000), provided a practical and inspirational evocation of the principles and methods that make the PassageWorks model unique and distinct within the field of SEL. Sent to over 110,000 educators by its publisher, this book (and the model it describes) has received endorsements by educators from across the spectrum of political and religious belief. As her work drew more attention, Kessler realized the need to create an organization that could expand the model’s impacts. The PassageWorks Institute was created in 2002 by Kessler along with a group of colleagues and advisors in Boulder, Colorado out of a collective desire to effect change in mainstream education at a much broader and deeper level. The Institute received its IRS Determination Letter confirming 501(c)(3) status in spring 2003.