The challenges of today world such as pluralism, respecting “the other”, having world-mindedness, being patient and responsible citizen and so on, remind us the necessity of emotional literacy. In other words, emotional literacy is a critical educational policy to enhance psychological well-being and adjustment. In emotional education field emphasis on abilities which are related to emotional intelligence would be an effective opportunity for getting to know "the other" and social cognition attainment.According to ability model of Mayer and Salovey's four components of EI including: 1) Perception and identification of emotion,2) Use of emotion, 3) Understanding of emotion and 4) Management of emotion; 9 textbooks( literature, religious education and history) of secondary school(3 grades) in Iran were analyzed. In analyzing, all parts of lessons including words, sentences, questions, exercises and images were investigated in order to make clear their emotional messages and to what degree they deal with emotional intelligence components.Findings indicated that textbooks had emotional messages, but not in systematic and purposeful manner to foster EI. Out of three studied fields, literature had more contribution for EI education , whereas the contribution of history was not considerable. History textbooks were confined only to description of historical events. It seems that the degree of attention to emotions and abilities of EI is affected by one way emphasis of education system on cognitive goals, in addition to the cultural musts and values. On the other hand, the newness of EI education in education theorizing and policy making could also be considered when dealing with emotional literacy.
