Teaching empathic concern and altruism in the smartphone age

Abstract

Numerous studies show empathic concern promotes altruistic motivation and prosocial behavior. Here, we discuss empathic concern, its relation to altruistic motivation, and how empathic concern is invoked in experimental studies. We do this with an eye toward applying laboratory techniques in the classroom, and everyday life, to foster empathic concern and altruistic responding. This goes beyond teaching about empathic concern to setting up conditions that help people experience this psychological state, and its benefits, firsthand. Smartphone-based ecological momentary interventions (EMIs) can help us do this by raising self-and other-awareness, and by promoting empathic states and practices in daily life. While smartphones often pull us away from direct personal interaction, we explore ways of using these devices to redirect our attention to those around us. We end by suggesting that these ways of helping people regularly experience and act upon empathic concern in daily life might help nurture a compassionate disposition.

Responsibility and Co-Responsibility in Light of COVID-19 and Education for Sustainability through an Aristotelian Lens

“…Compassion, on the other hand, differentiates from respect and empathy in that its focus is primarily on the alleviation of suffering. Studies show that empathic concern promotes altruistic motivation and prosocial behavior (Batson, 2011;Coplan & Goldie, 2014;Fry & Runyan, 2018). Empathy is a basic condition for acting with phronesis.…”

The Leadership Gym: A Proposed Undergraduate Leadership Programme for Generation Z

“…Antonakis, Ashkanasy and Dasborough (2009), for example, conclude in their theoretical research that leadership is an "emotion-laden process," and a "leader who can manage his/her own emotions and have empathy for others will be more effective in the workplace" (op cit., p. 252). Furthermore, empathy, known for its positive impact on subjective wellbeing, an affective reaction to one's life satisfaction, has also been found as a core component of EI, which in turn helps promote altruistic tendencies and prosocial behaviour (Fry and Runyan, 2018;Goleman, 1996;Huang, Shi and Liu, 2018). International Journal of Education and Knowledge Management (IJEKM) https://rpajournals.com/ijekm…”

“…Furthermore, smart phones are a must at the Leadership Gym, as they will be used to access online digital content for elearning purposes during gym time. Fry and Runyan (2018) have suggested ways of using smartphones to "redirect our attention to those around us," which, consequently, help people behave empathetically towards others and in turn "nurture a compassionate disposition" (p. 1).…”

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

“…Bulgulara göre özel yeteneklilerin ahlaki kimlikleri özgeci tutumları istatistiksel olarak anlamlı biçimde yordamaktadır. İlgili alandaki çok sayıda çalışma empatik eğilimlerin özgecil motivasyonu ve olumlu davranışları desteklediğini göstermektedir (FeldmanHall, Dalgleish, Evans & Mobbs, 2015;Fry & Runyan, 2018;Van Lange, 2008). Sosyal olarak duyarlılık ve empati özel yetenekli çocukların çoğunda bulunan bir özelliktir (Silverman, 1994).…”