Teachers’ understandings of empathy in teaching about the holocaust in Cyprus: The emotional risks of identification and the disruptive potential of ‘empathic unsettlement’

Zembylas, Michalinos; Loukaides, Loizos; Antoniou, Petroula

doi:10.1016/j.tate.2019.103007

Cited by 12 publications

(3 citation statements)

References 18 publications

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“…This study has an important theoretical implication. Although the term “empathy” is significantly difficult to define ( Assmann and Detmers, 2016 ; Zembylas et al, 2020 ), it is often viewed as an “ability” ( Decety and Lamm, 2006 ; Shamay-Tsoory et al, 2009 ; Batson, 2011 ; Lockwood et al, 2017 ). Recently, however, research in the field of clinical psychology has challenged this conclusion, suggesting that individuals with mental disorders may not be impaired by their ability to empathize, but rather a lack of empathic motivation ( Meffert et al, 2013 ; Gillespie et al, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Chen

et al. 2021

Front. Psychol.

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Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

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Section: Discussionmentioning

confidence: 99%

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Chen

et al. 2021

Front. Psychol.

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“…Using the theoretical lens of Fraser (2000) this kind of emotional involvement does not necessarily accommodate the full complexity of social identities as it possibly leaves out the views of various actors at opposing sides of the conflict. Thus, emotional involvement risks fostering separatism as an emotional involvement risk promoting a single narrative through identification with victims only (Zembylas, Loukaides, and Antoniou 2020). Hence, the use of single or multiple narratives need to take into consideration the contextual background of social and political realities.…”

Section: Discussionmentioning

confidence: 99%

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Skårås

2021

Journal of Peace Education

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In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.

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“…Empathy research has a long history, beginning with the roots of the term "empathy" emerging within German aesthetics (" Einfühlung ", which means ‘feeling into’), which was initially proposed by philosopher Robert Vischer in 1873 [ 1 ]. However, to date, there is still no general agreement in the field on a comprehensive definition of empathy [ 2 – 4 ]. Most researchers view empathy as involving the ability to understand and share the thoughts and feelings of other people, and to care for their welfare [ 5 – 8 ].…”

Section: Introductionmentioning

confidence: 99%

The validation of a Mandarin version of the Empathy Components Questionnaire (ECQ-Chinese) in Chinese samples

Ashwin²,

Li³

et al. 2023

PLoS ONE

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Empathy involves both empathic ability and empathic motivation. An important topic has been how to measure empathic ability and motivation simultaneously in both clinical and non-clinical samples and across different cultures. The Empathy Components Questionnaire (ECQ) is a self-report questionnaire that measures empathic ability and motivation in a questionnaire. The current study aimed to validate the Mandarin Chinese version of the ECQ (ECQ-Chinese) in three Chinese samples. In study 1, a total of 538 Chinese participants (Sample 1) completed the ECQ-Chinese via an online survey, and existing measures of empathy and related constructs which were used for criterion validity. In study 2, a total of 104 participants (Sample 2) were recruited again from sample 1 and completed the ECQ-Chinese three weeks later to investigate test-retest reliability. In study 3, a further 324 participants (Sample 3) completed the ECQ-Chinese for confirmatory factor analysis. The results showed that the ECQ-Chinese has a good internal consistency reliability, split-half reliability, and criterion validity (Study 1), and a good test-retest reliability (Study 2). Further, Study 3 found that a 22-item ECQ-Chinese consisting of five subscales had a good construct validity, convergence validity and discriminate validity, demonstrating it to be a suitable tool for the measurement of empathic ability and motivation in Chinese samples and to carry out cross-cultural studies of empathy and its components.

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Teachers’ understandings of empathy in teaching about the holocaust in Cyprus: The emotional risks of identification and the disruptive potential of ‘empathic unsettlement’

Cited by 12 publications

References 18 publications

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

The validation of a Mandarin version of the Empathy Components Questionnaire (ECQ-Chinese) in Chinese samples

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