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Teaching Empathy: Are We Teaching Content or Students?

Right near the core of education, just past tolerance and just short of affectionate connectivity, is the idea of empathy. University of California Berkley's Greater Good Science Center explains empathy:

The term "empathy" is used to describe a wide range of experiences. Emotion researchers generally define empathy as the ability to sense other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling.

What Empathy Is and Is Not

Empathy is often confused with sympathy, which is a pretty extraordinary error depending on how tightly wound you are about these things (and whose definitions you stand behind). Dr. Brené Brown offers a divisive take on the difference: "Empathy fuels connections, sympathy drives disconnection."

This contrasts with Dictionary.com, which explains:

Both empathy and sympathy are feelings concerning other people. Sympathy is literally "feeling with" -- compassion for or commiseration with another person. Empathy, by contrast, is literally "feeling into" -- the ability to project one's personality into another person and more fully understand that person.

Dictionary.com marks just a slight discrepancy between the two -- sympathy requires less movement and merging of emotions, while empathy is entirely that.

The chemistry, subjectivity, and nuance of language aside, there is a clear handle for us as teachers. However large you see the distinction, they certainly have very different tones. Empathy is based in compassion, while sympathy is based in analysis.

Greater Good continues, clarifying:

Contemporary researchers often differentiate between two types of empathy: "Affective empathy" refers to the sensations and feelings we get in response to others' emotions; this can include mirroring what that person is feeling, or just feeling stressed when we detect another's fear or anxiety. "Cognitive empathy," sometimes called "perspective taking," refers to our ability to identify and understand other peoples' emotions. Studies suggest that people with autism spectrum disorders have a hard time empathizing.

Ideally, empathy would be the net effect of experience, which in classrooms is a matter of both process and knowledge. Students would learn to empathize rather than be taught to empathize, as a symptom of what they know. Why this is important is a matter of implication and language. Teaching someone to feel what others feel and sit with emotions that aren't their own couldn't be any further from the inherent pattern of academics, which is always decidedly other. Teaching always begins with detachment -- learn this skill or content strand that is now apart from you. Empathy is the opposite -- it starts in the other, and finishes there without leaving.

Formal Education vs. True Connection

In your classroom, there are dozens of natural sources of empathy. But what about authenticity? There's nothing worse than "schoolifying" something that a child actually needs to know. So much of great teaching is about packaging content so that students recognize it as something they need to know and can actually use, rather than something to do "because I said so, and you don't want a zero, do you?"

Here's one way to consider it. Without empathy, you're teaching content instead of students. The concept of teachers as primarily responsible for content distribution is a dated one, but even seeking to "engage" students misses the calling of teaching. To teach a child is to miss that child. You must understand them for who they are and where they are, not for what you hope to prepare them for. "Giving knowledge" and "engaging students" in pursuit of pre-selected knowledge are both natural processes of formal education -- and both make empathy hard to come by.

So where to start doing something different? How should you “teach it”? How will you know it when you see it? Is it different for different content areas, grade levels, genders, socioeconomic backgrounds, nationalities, or some other "thing"? Is this new-age mumbo jumbo, or a precise tool for a progressive teacher? How has the push of digital and social media into learning spaces emphasized the need for empathy -- or naturally reduced it?

Is empathy a skill that can even be taught, a "competency" that you should bullet-point in your lesson plan, something that requires pre-assessment? Or is it something fuller, something more persistent and whole? Scotty McLennan, the Dean for Religious Life at Stanford University, suggests:

Expressing care for another is not an innate ability present more naturally in some people than others, but rather a skill that can be taught and nurtured through a supportive educational environment.

The Human Face of Understanding

But pushed farther, it's not hard to see that empathy is both a cause and effect of understanding, a kind of cognitive and emotional double helix that can create a bridge between classroom learning and "real-life" application. Getting started with empathy in the classroom is a matter of first grasping it as a concept, strategy, and residual effect of knowledge and perspective. Heading over to Teaching Tolerance and ordering a bunch of posters and DVDs may be unnecessary -- at least at first. Internalizing how the idea of empathy can reframe everything that happens in your classroom -- your reason for teaching -- is a shift that will suggest a world of possibility for teaching lessons, activities, and strategies.

More than anything else though, empathy is a tone. Broken into parts, it is about self, audience, and purpose. It helps students consider:

  • Who am I?
  • Who is "other"? And how? In what functions and degrees?
  • How do we relate? What do we share?
  • What do they need from me, and I from them?

This leads to a staggering and often troubling question for all of us: "What should I do with what I know?"

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March 31 - Spring Pictures - Dress Up Day

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April 27  - State Testing Begins - Be on time ready to go 3rd-5th grade students.

Today: 3/30/15

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Parent School Climate Survey, 2014-2015

Bowers Elementary

 Your school needs you to complete this online survey to help improve school culture and climate. It is an opportunity to communicate your perceptions about fundamental learning supports and barriers at this school.  This letter explains the survey and, at the bottom of the page, provides your login, password and access instructions. If you have any questions about this survey, contact your school’s main office.

You will have access to this online survey for 30 days beginning 1/26/15.

The purpose of this survey is to obtain parent perceptions of student behavior and attitudes, school programs and policies, and the overall school climate as they relate to student well-being and learning.  It deals with such issues as truancy, safety, harassment, substance use, school connectedness, and learning supports.  The survey is a companion to the California Healthy Kids Survey (CHKS), and the California School Climate Survey (CSCS) for staff.

Your participation is voluntary. It is also very important. The information you provide will help guide district and school efforts to promote safety, enhance learning supports, improve student achievement, and reduce health risks that stand as barriers to learning. 

·         This is an anonymous survey.  It is designed so that no one can be identified from the data.  You do not have to respond to any questions that you feel could be used to identify you.  Simply skip any such questions.

·         All questions apply to this school only.

·         The results are for the use of your district.  CDE/CHKS will preserve data confidentiality and refer any data requests to the district.

INSTRUCTIONS FOR ACCESSING THE SURVEY

If you have more than one child at this school, please complete one survey for each child.

Access the login page for the survey using the following URL:

URL: http://surveys.wested.org/csps/RT449PF?lang=en

Use the following school code and click the Take Survey button:

School Code (case sensitive): AV44PA

Troubleshooting

If you are having trouble taking the survey, check the following:

=  Make sure you are entering the web site address correctly

=  Does the survey welcome page show the correct name of your school?

=  Make sure you have entered the URL (in the URL bar, NOT THE SEARCH BAR) and School Code correctly

=  Make sure that your survey window is open. You should be able to find the start date on this form. The window is open for 30 days from this date.

=  Still having trouble? Contact your survey coordinator

 Thank you for taking this important survey!