Promoting Empathy and Reducing Hopelessness Using Contemplative Practices

Abstract

Contemplative practices are becoming more common in educational environments for attending to whole-student learning, fostering empathy, and promoting social justice and socially just pedagogues. This conversation explores how holistic approaches facilitate and expand the parameters of sociological pedagogy to integrate humanist pedagogies and initiate emancipatory citizenship. By building a pedagogical bridge between sociology and contemplative practices educators can help inspire empathy and hopefulness among students as they navigate the challenging topics of injustice and collective trauma. We trace the rise of contemplative practices in the United States with a focus on the emergence of “contemplative sociology” from a variety of perspectives, including Buddhist sociology and sociological mindfulness. We then explore the utility of contemplative practices in the sociological classroom combining contemplation, embodied agency, and antioppression education for student learning. We offer two exercises to consider for developing the sociological imagination and increasing students’ capacity for critical thinking, stress management, and self-reflection.

The Sociological Role of Empathy in the Classroom

“…Therefore, while empathy paths exist at the cultural and personal level, institutional context is important to consider because it may more strongly shape how individuals perceive and enact empathy in that setting. Ross and Beardall (2022) argue that sociology instructors can use contemplative practices as a tool to help students build empathy and hopefulness in the face of injustice. These contemplative practices can be used to shape how students perceive and enact empathy and develop their sociological imagination.…”

“…Several recent sociological studies have explored if and how students develop empathy through their enrollment in sociology courses in general and through specific class activities (Ghidina 2019; Latshaw 2015; MacNamara, Glann, and Durlak 2017; Rockwell et al 2019; Romero 2020; Ross and Beardall 2022). These studies have shown empathy is an important cognitive tool for engaging students in the kinds of difficult conversations that often happen in sociology classes (Latshaw 2015; Ross and Beardall 2022). Many students experience distress and despair when learning about injustices in sociology classes.…”

“…Faculty can also model practices that may help students develop empathy. One way to do this is to include contemplative practices such as visualization, reflective journaling and sharing, meditations, and embodiment in courses (Ross and Beardall 2022). These practices may not be perceived directly as empathetic practices, but they help students to be able to manage stress and promote well-being and enable students to prepare for intense discussions in the classroom.…”

“…Empathy is at the core of sociological pedagogy, and sociology courses promote empathy development (Latshaw 2015; Rockwell et al 2019). Using empathy in the classroom allows sociologists to engage students in discussions of complex or sensitive topics (Latshaw 2015; Ross and Beardall 2022). Zembylas (2012) argues that using empathy in critical and strategic ways can be an effective pedagogical tool for faculty when faced with resistance toward antiracist work.…”

“…Many students experience distress and despair when learning about injustices in sociology classes. To empower students and help them cope, Ross and Beardall (2022) argue for the use of contemplative practices in classrooms to build empathy and hopefulness alongside students’ sociological imaginations. In analyses of activities on victim-blaming, domestic violence, and coming-out experiences of lesbian, gay, bisexual, transgender, and queer people, when students were able to take the perspective of others in different situations, their empathy increased, as did their learning (Ghidina 2019; Hubbard and De Welde 2003; Latshaw 2015).…”