It would seem that "teaching" emotional intelce 31 all the basic tenets (信条) of the current paradigm (范例) of school-based learning. Not to mention widely extending the remit (职权范围) of school in terms of content and form, in particular modifying the relationship between life and school. Many teachers and parents 32 might well insist that such learning is not a question for schools, but rather the responsibility of parents. But the family is no longer the 33 place for it. In the Western world, the majority of families have shrunk (缩小) from an extended 34 to its strict minimum and much less time is spent in the family than in school. What"s more, parents are not always in a position to cope with or dispense (施予，分配) such emotional skills.
Scientific research, in particular on how the brain works, 35 that the formation of emotional skills is much easier in the "formative" years from birth to the late s. Looking at 36 structures, school is the major activity in that age group. However, emotions 37 have a place in schools. Beyond infants school and early primary school, almost all efforts are 38 on cognitive (认知) skills. What"s more, there is little or nothing in the standard 39 of teachers that prepares them from such a task. Yet there is no subject where the quality and ability of teachers would be more 40 .
A. community I. challenges
B. rarely J. multiplies
C. concentrated K. training
D. alike L. ideal
E. crucial M. indicates
F. frequently N. concerned
G. existing O. respective
H. convention