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TheFutureofEmpathyinEducationistheFutureofEducationinEmpathy
LouAgosta,PhDFebruary16,2019
RossMedicalUniversity
* DefinitionofEmpathy:theFourAspectsofEmpathy* SecondaryEd:Readingliteraryfictionexpandsempathy* PrimaryEd:Therootsofempathy(program)* AllkindsofEd:Empathyversusbullying* Empathyistrainable* Theoneminuteempathytraining
Agenda
(c)LouAgosta,PhD/LAgosta@UChicago.edu/773-203-0269 2
EmpathicReceptivity[agraciousandgenerouslistening]
EmpathicUnderstanding[breakthroughtopossibility]
EmpathicInterpretation[“topdown”folkpsychologytheviewfrom“overthere”]
EmpathicResponsiveness[narrative:themovieofone’slife]
Howempathyfunctions…
LAgosta@UChicago.edu/773-203-0269
3
http://tinyurl.com/zpmv8zl
EmpathicReceptivity[emotionalcontagion/panic]
EmpathicUnderstanding[conformity/Labeling/applyingcategories–
stereotyping]
EmpathicInterpretation[mis-interpretation:
takethingsoutofcontext/un-charitable/
secondguessing]EmpathicResponsiveness
[thoughtlessremarks/gossip/emptytalkBlame/finger-pointing/
“Mondaymorningquarter-backing”]
HowEmpathyBreaksdown/Fails
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[1]
[2][3]
[4]
http://tinyurl.com/hdrh3es
* Inonesetofexperimentscorrelatingempathyandliteraryfiction,MatthijsBalandMartijnVeltkampgivepeople(testsubjects)psychologicalteststhatmeasureattitudes,emotionalinvolvement,andempathicconcern,* havethetestsubjectsreadfictionselections,andgivethesamepeoplethesametestsimmediatelyafterwardsandthenafullweeklater.
ReadingLiteraryFictionExpandsEmpathy
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* thekeytoexpandingempathyisthereader’sbeingautomaticallycaughtupintheimaginativeworldofthenarrative.* Thereaderis“transported”inimaginationtotheextentthattheindividualbecomesinattentivetothepassageoftimeorwhateverelseisgoingoninherorhisenvironment.
ReadingLiteraryFictionExpandsEmpathy:Transported
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* whatquality,literaryfictioncandoistomakeempathypresentinthehere-and-now.* Theinteractionbetweenthereaderandtheworldofthe
narrativebringsforthempathyitselfasalivingpresence.* Werelatetoworksofartsuchasliteraturethewaywe
relatetootherhumanbeings–* withempathicopenness,adesiretounderstand,a
tendencytointerpretandanempathicresponsiveness.
ReadingLiteraryFictionExpandsEmpathy:Presence
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* DavidComerKiddandEmanueleCastanocorrelateliteraryfictionwithaversionofempathycalled“theoryofmind”(ToM).* “Affective”ToM:Thisisthecapacitytoidentifyand
understandother’ssubjectivestates,includingpeople’saffectssuchasemotionsandsensationsofpleasureandpain.* Thisisnotmerecognitiveperspectivetakingofdifferent
pointsofview,butincludesemotionssuchassadness,fear,anger,andsoon.
ReadingLiteraryFictionExpandsEmpathy:ToM
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* KiddandCastanopointoutthatliteraryfictionsdisruptsourstereotypes.* Thismaybewhyitworkstoexpandempathy.* Whereasmanyofourmundanesocialexperiencesare
scriptedbyconventionandinformedbystereotypes,thosepresentedinliteraryfictionoftendisruptourexpectations.* “Readersofliteraryfictionmustdrawonmoreflexible
interpretiveresourcestofeelingsthefeelingsandthoughtsofcharacters.Thatis,theymustengageToMprocesses”
ReadingLiteraryFictionExpandsEmpathy:DisruptConformity
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* Literaryfictionspointsthewaytoovercomingconformity,inflexibility,andbiasbyputtingusinapositiontoexerciseourempathicunderstanding.* Wemaytransientlyidentifywiththepoliceorsoldierwho
hastomakeasplitseconddecision–anddramaticallymakesthewrongone–creatingaconflictinwhichwetooexperiencethemoralambiguityofthesituation.* Wecomeaway,notonlywithanewperspective,butalso
withanexperience–avicariousexperience–ofthestrugglethatisnotavailablemerelyinthinking.
ReadingLiteraryFictionExpandsEmpathy:VicariousExperience
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* Twosignificanttake-aways.* Thefirstfromaneducationalperspective:Thenewsetof
educationstandardsthatwereinitiallyadoptedby46U.S.states(theCommonCoreStateStandard)controversiallycallsforlessemphasisonfictioninsecondaryeducation.* Whileweneedtodobetterinscienceandmath,tobe
sure,butitisnotclearthatthetrade-offisarewardingone.* Lessemphasisonfiction–andlessempathy?
ReadingLiteraryFictionExpandsEmpathy:TakeAways
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[1]Bal,P.M,Veltkamp,M.(2013).HowDoesFictionReadingInfluenceEmpathy?AnExperimentalInvestigationontheRoleofEmotionalTransportation.PLoSONE8(1):e55341,https://doi.org/10.1371/journal.pone.0055341;DavidComerKidd,EmanueleCastano.(2013).ReadingLiteraryFictionImprovesTheoryofMind,Science18October2013,Vol.342,Issue6156,pp.377–380,DOI:10.1126/science.1239918;KellyServick.(2013).WanttoReadMinds?ReadGoodBooks:http://www.sciencemag.org/news/2013/10/want-read-minds-read-goodbooks.[2]DavidComerKidd,EmanueleCastano.(2013).ReadingLiteraryFictionImprovesTheoryofMind,Science18October2013,Vol.342,Issue6156,pp.377–380,DOI:10.1126/science.1239918;KellyServick.(2013).WanttoReadMinds?ReadGoodBooks:http://www.sciencemag.org/news/2013/10/want-read-minds-read-goodbooks.
ReadingLiteraryFictionExpandsEmpathyReferences
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* Firststartedin1996andintroducedintoU.S.schoolsin2007,theROEprogramhasbeenfeaturedonthePublicBroadcastingSystem(PBS)intheUSA.ROEaimstobuildmorepeacefulandcaringcommunitiesbyexpandingempathyinchildren.* PBSstaffreporter.(2013).Usingbabiestodecrease
aggressionandpreventbullying.* PBSNewsHour:http://www.pbs.org/newshour/rundown/
using-babies-to-decrease-aggression-prevent-bullying/*
RootsofEmpathy(theProgram)
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* Therootsofempathyarepresentinfrontoftheclass:thebaby.* Thepowerfulpresenceofthebabycallsforththeemotional
resonance,naturalcuriosity,andwonderofthechildren.* Thebabyprovidestheempathylessons,ineffectbeingthe
teacher.* Thebabyprovidestheopeningforconversationswiththe
childrenabouthumandevelopment,socialization,andbuildingacommunity.* [MaryGordon.(2005).TheRootsofEmpathy:ChangingtheWorld
ChildbyChild.NewYork/Toronto:TheExperiment(ThomasAllenPublishers):250–256.]
TheRootsofEmpathy(the“teacher”)
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* Theprogramdocumentsan11%improvementinstandardizedachievementtestsfortheclassthatisexposedtotheRootsofEmpathyintervention.Thisisdefinitelynotapredictableresult.* Teachersratedthreechild(student)behavioroutcomes
(physicalaggression,indirectaggression,andpro-socialbehavior).TheRootsofEmpathyprogramhadstatisticallysignificantandreplicatedbeneficialeffectsonallthreechildbehavioroutcomes.
TheRootsofEmpathy(theresults)
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* DanOlweus,whosegroundbreakingstudiesinhishomeland,Sweden(andNorway),haveprovidedarichsourceoffurtherresearch.* Olweuswasthoroughinhisresearch,interviewingsome1,000childrenaswellastheirteachersandparents.Headministeredprojectiveimagingtests(thefamous“inkblot”Rorschachtest)tothosehehadidentifiedasbulliesorthetargetsofbullying.
Empathyversusbullying:whenrelationshipsget“weaponized”
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* Bullyingdefined:Olweusdefinesbullyingas(1)aggression(eitherverbalorphysicalabuse)towardsaperson;(2)thatoccurstowardsthepersonmorethanonceovertime;and(3)isbetweenpersonsofunequalpower(whetherphysicalorsocialrankorboth).
* DanOlweus.(1973/1993).BullyinginSchool:WhatWeKnowandWhatWeCanDo.London:Wiley/Blackwell.
Empathyversusbullying:whenrelationshipsget“weaponized”
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* Empathymeanssettinglimitsandboundaries.* Nooneshouldhavetosufferinisolationinthefaceofbullying.Partoftheabuseconsistspreciselyinthebully’sattempttoisolatethetarget.* Sothebestoutcomesarethoseinwhichoneisabletotakeactiontobreakoutofone’sisolation:findingnewandwelcomingfriends,martialartslessons,foundingagay-straightallianceattheschool,chessorscienceclub,andsoon.(Easiersaidthandone.)
Bullying:Recommendationsforstudents
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* Thelastthingthatakidstressedoutbybullyingwantstothinkaboutisdocumentingwhatishappeningpreciselysothatonecanescalateandgetone’spowerback.* Butthatiswhatisrequired.* Onemayprefertoforgetaboutitall,butkeepingalog
withdatesandtimesandnames(ordescriptionsifonedoesnotknowthename)andwhatexactlywassaidordone,isgoingtobeanimportantpartofgettingone’spowerbackinthefaceofbullying.
Bullying:Recommendationsforstudents[continued]
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* Theideaisnottohaveagrownup“fix”theproblemforyou,buttofinda“trustedadvisor”toworkwithyouonwhatcanbedonetogetbackyourpower—oratleastsomeofit—inthefaceofbullying.* Thoughtheanalogyisimperfect,thisisatadlikegetting
tutoringingeometryorscience.* Donotexpectthetutortodoyourhomeworkforyou;but
togetheryouworktoacquiretheskills,soyoucannotonlysurvivethelunchroomorschoolbusride,butalsoevenhavefunandprosper.
Bullying:Recommendationsforstudents[continued]
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* Thisiswhereempathygoesalongway.* Startbylistening.Yourjobasaparentistosupportyourchildandtohelpyourchildregulatethechild’sfeelingsandbehavior.* Yourjobistohelpthechildregainanemotionalequilibriuminthefaceoflife’svicissitudes,includingbullying.
Bullying:Recommendationsforparents
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* Oneissuethatshouldnotbeoverlookedishowtheadultisinevitablyconfrontedwithhisorherownfateasachildinthefaceofbullying.* Inshort,ifyouhadabadexperienceinbullyingthatisstill
unintegratedasanadult,itisgoingtobetherewhenyourchildcomestoyou.* Ifyouhaveunresolvedissuesaroundbullyinginyourown
history,whenyourchildcomestoyouaboutbullying,achallengingsituationbecomesallthemorechallengingforyou.* Youhavetodistinguishthechild’sproblemfromyourownin
ordertodoyourjob.Asaparent,yourpriorityistosolvethechild’sproblem,notyourown.
Bullying:Recommendationsforparents[continued]
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* Thetoughjobofparentingoccursatfourlevels:* (1)providingguidancetoone’sstudentonhowtofendfor
oneself;* (2)providingexplicittraininginself-defenseorassertivenessif
thestudentcanbeenrolledinthevalueofdoingso;* (3)reachingouttotheparentsoftheallegedbullyifthereis
anychancetheyareresponsivepeople,whoareabletohaveacivilconversation;* (4)interveningwithschoolauthorities(orlawenforcement)
asalastresortifnoothersolutioncanbefound.
Bullying:Recommendationsforparents[continued]
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* Thefirstempathylessonforadministratorsisthatempathyisonaspectrumthatextendsfrombeingfirmaboutboundariesallthewayto“toughlove.”* Aseveryadministratorknows,educationisimpossibleifaschoolthatis“outofcontrol”surroundstheclassroom.* Aschoolisasystem,andthehallwaysandclassroommustbecalminorderforeducationtowork.
Bullying:recommendationsforteachersandadministrators
[continued]
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* interventionisnotthesameasautomaticdiscipline.* Suspensionandexpulsionshouldbeusedonlywhenthe
immediateconcernissafety;andfollowedupwithevaluationfortheindividualfordepression,anxiety,conductdisorder,otheremotionalissues,orproblemsathome.* Somebulliesareindeedthugs,andneedtoberemovedfrom
thecommunitytoprotectthecommunityfromthem;butotherbulliesarethemselvessurvivorsofabusivesituations(e.g.,athome).* Theyexhibitmentalhealthissues,haveadiagnosablecognitive
impairment,andrequireintervention.
Bullying:recommendationsforteachersandadministrators
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* Empathybuildscommunity;andcommunitiesdemonstrateempathybybeinginclusive.* Whatwouldananti-bullyingclubevenlooklike?ItmightlooklikeaLGBTalliance;butitmightalsolooklikeajogging,biking,orhistoryclub.* Don’tjustbe“anti,”asproperasthatisinthecaseofbullying;butbe“pro”engagement,inclusion,andcommunity.* AsDanielBurnhamsaidindifferentcontext:“Makenosmallplans.”Empathyisthefoundationofnosmallcommunity.
Bullying:recommendationsforteachersandadministrators
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TheOneMinuteEmpathyTraining:Exercise
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Ican’thearyoubecauseIamconstantlytalkingtomyselfabout
whatyouaresaying
* Nothowtolistenbetter–howtoexpandone’slistening…* Walkingdownthestreet–commentingonthepeople–what’sfordinner–whatuptomorrow–what’swrong–what’sright(etc.)* Stopandgiveitalisten….
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* Notanon-offswitch* Rathermorelikeadimmer/rheostat–adialthatcanbeturnedupordowntoincrease(ordecrease)thegranularityofthefilter* Thisiswheretrainingandpracticemakeadifference…
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Thekeytotuningempathyupordown…?
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Whatdoesitmeantotrainempathy?Removeobstaclessuchascynicism[e.g.,Dilbert],categorizingpeople,
labeling,pigeon-holing
Whatdoesitmeantotraininempathy?
* Mostpeoplearenaturallyempathic* Empathyisstopped,limited,reduced,constrainedby:shame,guilt,fear,judgments,blame,evaluations,authority,hierarchy,lowself-esteem,egocentrism,projection,resignation,narcissism,cynicism,denial…
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Whatdoesitmeantotraininempathy?[continued]
* Removetheobstaclestoempathy,andempathynaturallyunfolds,showsup,develops
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* Empathyisnotamerepsychologicalmechanism,butthecontextforlearninganddevelopment* Empathyisthecontextforrelatednesstoothers* Empathyisthatwithinwhichlearningcomesforth* Empathyistrainable* Theoneminuteempathytraining
Conclusions
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* Bazelon,Emily.(2012).SticksandStones:DefeatingtheCultureofBullyingandRediscoveringthePowerofCharacterandEmpathy.NewYork:RandomHouse.
* Black,DavidS.,SteveW.Cole,MichaelR.Irwin,ElizabethBreen,NatalieM.St.Cyr,NoraNazarian,DharmaS.Khalsa,andHelenLavretsky.(2013).YogicmeditationreversesNF-kBandIRF-relatedtranscriptomedynamicsinleukocytesoffamilydementiacaregiversinarandomizedcontrolledtrial,Psychoneuroendocrinology,2013March38(3):348–355.
* Brunero,Scott,ScottLamontandMelissaCoates.(2010).AReviewofempathyeducationinnursing,NursingInquiry:Vol.17,No.1,March2010:65–74.
* Chiu,Tony,MingLam,KlodianaKolomitro,andFlannyC.Alamparambil.(2011).Empathytraining:Methods,evaluationpractices,andvalidity,JournalofMultiDisciplinaryEvaluation,Vol.7,No.16:162–200.Coke,JayS.,GregoryBatson,andKatherineMcDavis.(1978).Empathicmediationofhelping:Atwo-stagemodel,JournalofPersonalityandSocialPsychology36(7):752–766.DOI:10.1037/0022-3514.36.7.752.(c)LouAgosta,PhD/LAgosta@UChicago.edu/773-203-0269 34
References[continued]
* Davis,MarkH.,LauraConklin,AmySmith,andCarolLuce.(1996).Effectofperspectivetakingonthecognitiverepresentationofpersons:Amergingofselfandother,JournalofPersonalityandSocialPsychology,Vol.70,No.4,Apr1996:713–726.
* Segerstrom,SuzanneC.andGregoryE.Miller.(2004).Psychologicalstressandthehumanimmunesystem:Ameta-analyticstudyof30yearsofinquiry,PsycholBulletin.2004July;130(4):601–630.
* Simmons,Rachel.(2002).OddGirlOutTheHiddenCultureofAggressioninGirls.NewYork:Harvest(Harcourt).
* Slavich,GeorgeM.andStevenW.Cole.(2013).Theemergingfieldofhumansocialgenomics,ClinicalPsycholScience,2013Jul;1(3):331–348.
(c)LouAgosta,PhD/LAgosta@UChicago.edu/773-203-0269 35
References[continued]
* DelCanale,Louis,V.Maio,XWang,GRossi,M.Hojat,andJ.S.Gonnella.(2012).Therelationshipbetweenphysicianempathyanddiseasecomplications:AnempiricalstudyofprimarycarephysiciansandtheirdiabeticpatientsinParma,Italy,AcademicMedicine2012,87(9):1243–1249.
* Gordon,Mary.(2005).TheRootsofEmpathy:ChangingtheWorldChildbyChild.NewYork/Toronto:TheExperiment(ThomasAllenPublishers).
* Hadwin,J.,SimonBaron-Cohen,P.Howlin,andK.Hill.(1997).Doesteachingtheoryofmindhaveaneffectontheabilitytodevelopconversationinchildrenwithautism?JournalofAutismandDevelopmentalDisorders,27:519–537.DOI:10.1023/A:1025826009731.
* Hojat,M.R.,DanielZ.Louis,FredW.Markham,RichardWender,CarolRabinowitz,andJosephS.Gonnella.(2011),Physiciansempathyandclinicaloutcomesfordiabeticpatients,AcademicMedicineMar,86(3):359–64.DOI:10.1097ACM.0b013e3182086fe1
* Maes,M.(1995).Evidenceforanimmuneresponseinmajordepression:Areviewandhypothesis,ProgressinNeuro-PsychopharmaclogyandBiologicalPsychiatry19:11–38.
* _______.(1999).Majordepressionandactivationoftheinflammatoryresponsesystem,AdvancesinExperimentalMedicineandBiology461:25–46.
(c)LouAgosta,PhD/LAgosta@UChicago.edu/773-203-0269 36
Reference[continued]
* Olden,Christine.(1953).Onadultempathywithchildren,PsychoanalyticStudyoftheChild,Vol.8[annual]:111–126.
* Olweus,Dan.(1973/1993).BullyinginSchool:WhatWeKnowandWhatWeCanDo.London:Wiley/Blackwell.
* Ozcan,C.T.,F.Oflaz,andB.Bakir.(2012).Theeffectofastructuredempathycourseonthestudentsofamedicalandanursingschool,InternationalNursingReview,Vol.59,Issue4,December2012:532–538.DOI:10.1111/j.1466-7657.2012.01019.x.
* Pecukonis,E.V.(1990).Acognitive/affectiveempathytrainingprogramasafunctionofegodevelopmentinaggressiveadolescentfemales,Adolescence,25:59–76.
* Riess,Helen.(2013).Thepowerofempathy,TEDxMiddlebury:https://www.youtube.com/watch?v=baHrcC8B4WM[checkedon03/23/2017].
* ____________,JohnM.Kelley,GordonKraft-Todd,LidiaSchapira,andJoeKossowsky.(2014).Theinfluenceofthepatient-clinicianrelationshiponhealthcareoutcomes:Asystematicreviewandmeta-analysisofrandomizedcontrolledtrials,PLOS,Vol.9,No.4|e94207:1–7:https://doi.org/10.1371/journal.pone.0094207.
* ____________,JohnM.Kelley,RobertW.Bailey,EmilyJ.DunnandMargotPhillips.(2012).Empathytrainingforresidentphysicians:Arandomizedcontrolledtrialofaneuroscience-informedcurriculum,JournalGeneralInternalMedicine,2012Oct;27(10):1280–1286.DOI:10.1007/s11606-012-2063-z.(c)LouAgosta,PhD/LAgosta@UChicago.edu/773-203-0269 37
References[continued]
* Agosta,Lou.(2010).EmpathyintheContextofPhilosophy.London:PalgraveMacmillan.* _____________.(2011).Empathyandsympathyinethics,TheInternetEncyclopediaof
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* _____________.(2013).Arumorofempathyinpsychology(themovie):http://empathyinthecontextofphilosophy.com/2013/04/28/a-rumor-of-empathy-in-psychology/[checked2018-01-20(caution:anextractspacemaybeinsertedduetolinebreak(s))].
* ____________.(2014).ARumorofEmpathy:RewritingEmpathyintheContextofPhilosophy.NewYork:PalgravePivot.
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* _____________.(2014b).Arumorofempathy:ReconstructingHeidegger’scontributiontoempathyandempathicclinicalpractice,Medicine,Healthcare,andPhilosophy,17(2):281–292.DOI:10.1007/s11019-013-9506-0.
* ______________.(2015).ARumorofEmpathy:Resistance,Narrative,RecoveryinPsychoanalysisandPsychotherapy.London:Routledge.
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References[continued]
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