The Role of Empathy in Teaching and Learning

Can teaching empathy help to bridge the gap between differing cultural norms?

In a course I am taking that focuses on the development of intercultural competence, we watched a few videos on the role of empathy in the classroom. After reading some posts about the implications of gender bias in the classroom, I was moved to consider how gender is perceived differently across the globe and how developing empathy may be the best approach to breaking  barriers that directly and/or indirectly affect teaching and learning.

What is Empathy and Can we Teach it?

There are two distinct components of empathy identified and studied by theorists and researchers alike. The first component discusses empathy as an affective phenomenon; characterized by “an individual’s emotional reaction in response to an to another person’s feelings, which would typically mirror the other person’s feelings...or be congruent with his or her emotional state” (Atkins, D., 2014, p.3). The second component of empathy is the cognitive component; characterized by the understanding of the feelings of another and being able to recognize another person’s feelings (Atkins, D., 2014).

The challenge in an international context, is the actual understanding of how someone may feel in any given situation. “How we understand the [feelings] of others is largely dependent on our own cultural experiences” (Cheon, V., Marthur, V. & Chiao, J., 2010, p.32). Cultural construction of meanings associated with how we interact socially may influence how one might perceive and interpret the emotions of others (Cassels, et, al., 2010). Bearing this in mind, it is more likely that individuals who share a similar cultural background would be more attuned to the forms of verbal and non-verbal expressions one may demonstrate as an expression of emotion, as compared to those from differing cultural backgrounds. For example, within my own classroom, I may recognize signs of frustration that are reflective of how one raised in a similar culture to my own would demonstrate them - grunting, sighs, exaggerated facial expressions, etc. - however, my students from Japan do not elicit this type of response when they are frustrated, as this is not part of their cultural upbringing (they are raised to hide their emotions, especially in the presence of a superior). If a teacher is not aware of how various cultures express feelings, they are unable to empathise, gain perspective and/or respond appropriately to the needs of their students. Likewise, if students are unable to empathise and respond to the emotions of their peers and/or those they interact with, it will be challenging to navigate social interactions and relationships both inside and beyond the walls of the classroom. For this reason, I agree with Atkins, (2014), that it is important to “collectively endorse values that enhance our empathic abilities in order to efficiently interact with others and develop a more enriching community” ( p.2).

I believe that teachers can and should facilitate the development of cognitive empathic abilities, which may serve to further develop the affective component of empathy. I believe this can be done through the delivery of our curriculum both inside and outside of our classrooms. As teachers we can enhance empathic abilities by promoting “attitudes and behaviours such as self-awareness, nonjudgmental positive regard for others, good listening skills, and self confidence” (Davis, CM. 1990) which are suggested as important characteristics of individuals who demonstrate empathic willingness. In the wise words of Steven Covey, we can encourage our students to “seek first to understand, then be understood” (Covey, 2013). When students can put themselves in the shoes of others, they are better able to understand the feelings and perceptions of others.

In an online article on BBC News, the author suggests  three strategies for “unleashing the empathic potential that is latent in our neural circuitry” (“Can you teach people to have empathy? - BBC News,” 2015). The suggested strategies are:

1. Radical listening; teaching students the importance of really listening to someone as a means of gaining a deeper understanding of the unique feelings and needs of an individual.
2. Look for the human behind everything; teach students to be mindful of all of the people who are connected to their daily routines - ex: the bus driver bringing you to school, the individuals who built the bus you are on, the person who made the shoes you are wearing, etc.
3. Be curious about strangers; teach students to interact with others they may know little about or have never met before. This can be facilitated even through class discussions and by bringing students out into the world to talk to people, really listen to their stories, and develop an understanding of different feelings and perceptions that exist beyond their own.

Can you teach people to have empathy? - BBC News. (2015, June 29). Retrieved January 28, 2017, from http://www.bbc.com/news/magazine-33287727

Cassels, T. G., Chan, S., & Chung, W. (2010). The Role of Culture in Affective Empathy: Cultural and Bicultural Differences. Journal of Cognition and Culture, 10(3), 309–326.

Cheon, V., Marthur, V. & Chiao, J. (2010) Empathy as cultural process: insights from the cultural neuroscience of empathy. Journal of World Association of Cultural Psychiatry, 32-42.

Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Simon and Schuster.

Davis, CM. (1990) What is empathy, and can empathy be taught? Journal of Physiotherapy, 70(11), 707-11.

Sesame Street: Mark Ruffalo: Empathy. (2011). Retrieved from https://www.youtube.com/watch?v=9_1Rt1R4xbM