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Abstract

Details

Essays on Teaching Education and the Inner Drama of Teaching
Type: Book
ISBN: 978-1-78769-732-4

Book part
Publication date: 23 August 2018

Lauren Fowler and Sally Bishop Shigley

Purpose – This chapter details the collaborative investigation of a neuroscientist and a literature scholar into whether reading literature increases empathy in health…

Abstract

Purpose – This chapter details the collaborative investigation of a neuroscientist and a literature scholar into whether reading literature increases empathy in health professionals, pre-health professionals and students outside of health care. It also reflects on the role of different epistemologies that inform researchers’ approaches, and muses on how ethnicity, sexual orientation and class inform research and teaching

Methodology/Approach – Students watched or read Margaret Edson’s play W;t and were asked if the medical drama increased their sense of appropriate empathy in medical encounters. The original research employed the Jefferson Scale of Physician Empathy, electromyography and galvanic skin response to measure physiological markers of empathy. These results were then compared to the self-reflection of participants to determine whether or not the physiological responses mirrored the self-report. The reflections on how emotion impacted the research were primarily narrative essay-based accompanied by feminist other literary theories.

Findings – All participants in the original study reported an increase in empathy after reading or viewing the play. This affect was even stronger when they viewed a live performance. The researchers determined that the role that their ethnicity, age, sexual orientation and class needed further study, perhaps with different pieces of literature.

Originality/Value – This chapter reflects the interdisciplinary and epistemological challenges of two researchers from very different backgrounds and training and investigates the relationship between reading, physiological empathy and perceptions of empathy. It considers the difficult and controversial challenges to quantifying emotions and the role emotions play in academic collaboration.

Details

Emotion and the Researcher: Sites, Subjectivities, and Relationships
Type: Book
ISBN: 978-1-78714-611-2

Keywords

Open Access
Article
Publication date: 23 March 2021

Eija Raatikainen, Leigh Anne Rauhala and Seija Mäenpää

The main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and…

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Abstract

Purpose

The main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and practices encountered in social pedagogical work and to support the development of their ability to interact empathically with clients.

Design/methodology/approach

The aim of this article is to describe an educational intervention focused on teaching Qualified Empathic skills to social work students in higher education at Metropolia University of Applied Sciences in Finland. We introduce the concept of Qualified Empathy to describe professional empathic working skills and define it as: Qualified Empathy requires compassion for empathic action and it includes the ability for professional self-reflection, emotional skills and a healthy set of boundaries. Qualified Empathy encompasses the ability to tell the difference between sympathy and empathy, as it includes the capacity to use compassion to act in an empathic way in professional contexts (Raatikainen et al., 2017). The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise?

Findings

The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

Research limitations/implications

In this study, as in all studies, some limitations need to be taken into account. One limitation of this study is the size and “nature of data”. Secondly, challenges with the concept of Qualified Empathy need to be addressed and more research is needed to define it more concretely. Even so, as it is a new concept, we need more discussion on the differences in the definition of empathy and Qualified Empathy. However, this study offers one new perspective for discussion which is the need for empathy training, in social work education practices and in the field. An important ethical aspect of research emphasizes that its implementation must not be to the detriment of the people being researched (Juuti and Puusa, 2020, pp. 168).

Practical implications

Our findings demonstrate that educational interventions can improve students' empathy skills to more qualified skills. We emphasized that maintaining the skill demands continuous reflection as a lifelong process. This article provides an overview of an educational intervention to improve students' Qualified Empathy skills and suggests a definition for educators to frame the teaching of professional empathy or empathy in a professional context – especially in the social work context. Furthermore, with this educational intervention in social work, we offer a way to support the students to – not only – have a more professional approach to empathy but also to find a way to establish a more emotionally sustainable environment for professionals in social services. It is essential for social work education to focus on the growth of Qualified Empathy in students through supervision and guidance which supports their professional competence. By doing so, we contribute to the development of more sustainable working environments in the social work context.

Social implications

Professional empathy is seen as an important factor in building a socially sustainable society from the perspectives of employees, clients and patients. We noticed that it is important to allow time and space for the learners to internalize the concept of Qualified Empathy. When we allow for this, students begin to recognize and assign more value to it and, as we suggest, they become more adept in their interactions and work with clients.

Originality/value

The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise? The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 July 2010

Karen Thomas-Brown

This action research study reports on an important unit of study having evidence of success. The paper discusses how students in a social studies classroom setting may be…

Abstract

This action research study reports on an important unit of study having evidence of success. The paper discusses how students in a social studies classroom setting may be encouraged to develop and display empathy for individuals who are impacted by hurricane disasters. It uses aspects of the documentary “When the Levees Broke” in collaboration with the “Teaching the Levees Module” and several technology based classroom resources. The findings indicate that as students contextualized the impact of Hurricane Katrina and similar natural disasters on human populations they begin to develop and display empathy. The students who were involved in this investigation also were able to apply principles of social justice which facilitated reflective thinking as they used hindsight to analyze and discuss the context of this natural disaster

Details

Social Studies Research and Practice, vol. 5 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 28 September 2021

Yarhands Dissou Arthur, Courage Simon Kofi Dogbe and Samuel Kwesi Asiedu-Addo

This study explored the effect of mathematics teaching quality on mathematics achievement among undergraduate students, using the SERVQUAL model.

Abstract

Purpose

This study explored the effect of mathematics teaching quality on mathematics achievement among undergraduate students, using the SERVQUAL model.

Design/methodology/approach

The sample comprised of 320 first-year undergraduate students of a public university in Ghana. Structural equation modeling (SEM) was run in Amos (v.23) to test the various hypotheses.

Findings

The study concluded that the tangible aspect of the SERVQUAL model (service quality), which is very instrument in some service industries such as the airline, had no significant effect on mathematics achievement. Mathematics teaching reliability, responsiveness, assurance and empathy, however, had significant positive effects on mathematics achievement among undergraduate students.

Research limitations/implications

The study assessed the effects of the individual dimensions of SERVQUAL on mathematics achievement, and it was realized that the tangible dimension had no significant effect. Tangibles may however compliment the other dimensions and is therefore imperative to also assess the effect of service quality (as a higher/second order variable) with the five dimensions as its first-order variables.

Practical implications

Human resources (lecturers) were seen as a strategic tool in enhancing students' academic performance and mathematics performance to be specific. Management of universities is therefore expected to invest in building, training and developing their human resources for an enhanced academic performance of students, especially in mathematics.

Originality/value

Although some past studies have applied SERVQUAL to teaching and learning researches, attention was largely focused on the measurement or assessment of teaching quality using SERVQUAL, with little attention on the effect of SERVQUAL on an outcome variable.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 26 January 2021

Sherri Colby

Defined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981…

Abstract

Purpose

Defined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.

Design/methodology/approach

This hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.

Findings

This study reveals the power of empathy to draw the students into the past and to investigate sources. Alternately, the students struggled with fanciful elaborations and overidentifications with historical figures.

Practical implications

Cultivating wise judgments begins with accepting the inherent link between students' historicity and historical empathy and then teaching students to wisely interpret.

Originality/value

This study broadens historical empathy's framework to include Ricoeur's hermeneutic philosophies of narrative and history.

Details

Social Studies Research and Practice, vol. 16 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 25 July 2020

Carly C. Muetterties and Erin A. Bronstein

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of…

Abstract

Purpose

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction and civic life. Though history is often identified as a means to foster democratic dispositions, learning can often feel disconnected from students' lived experiences, let alone directly connect to their out-of-classroom circumstances. Teaching with historical empathy allows students to affectively engage with content, resulting in complex reasoning and content acquisition.

Design/methodology/approach

The authors explain an original inquiry that uses the Inquiry Design Model (IDM) and historical empathy to help students complicate Emilio Aguinaldo and his legacy. By combining historical empathy and the inquiry model, the authors structured their work for practitioner use but also as a way to draw on rarely emphasized content in US or World history courses.

Findings

In using this model, students will be able to apply their learning in a civic engagement task related to modern questions of US geopolitics.

Originality/value

The authors offer and explore the process of an original inquiry as a way to help practitioners and scholars consider how to create other such rigorous opportunities for students to practice global citizenship.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Open Access
Article
Publication date: 12 April 2018

Hooria Jazaieri

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

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Abstract

Purpose

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

Design/methodology/approach

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

Findings

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

Research limitations/implications

This is not a formal review or meta-analysis.

Practical implications

This paper will be a useful resource for teachers and those interested in PK-20 education.

Social implications

This paper highlights the problems and opportunities for bringing compassion into education settings.

Originality/value

To date, no review of compassion in PK-20 exists.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Abstract

Details

Defining Rape Culture: Gender, Race and the Move Toward International Social Change
Type: Book
ISBN: 978-1-80262-214-0

Article
Publication date: 28 November 2019

Jennifer Johnson

The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS…

Abstract

Purpose

The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue.

Design/methodology/approach

This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems.

Findings

Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events.

Practical implications

After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners.

Originality/value

This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.

Details

Social Studies Research and Practice, vol. 14 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

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