TEACHING WITH EMPATHY
By Kelly Patricia Fernández S.
Teaching With Empathy
• Teaching is the beginning of everything and since it is so important to our life we dedicate
hours and hours trying to help students how to achieve their goals, there are many ways to
do it but they would not work enough if we do not have what we call empathy; if you are a
teacher you have noticed that the more you express yourself as a charming and funny
teacher your class goes good and if you are a teacher who just go in front of the students
and teach without a good attitude you probably waste time there because students do not
have the disposition to pay attention and no motivation to stay there in class.
• When I took the decision to become a teacher I knew it will be the biggest challenge and it
will be more than give lessons to the students, it is to understand feelings, instruct how to do
and also it is to teach from mistakes.
Definition of Empathy
• Empathy is the capacity to understand or feel what another person is
experiencing from within the other being's frame of reference, i.e., the
capacity to place oneself in another's position. Empathy is seeing with the
eyes of another, listening with the ears of another and feelings with the heart
of another. There are many definitions for empathy which encompass a
broad range of emotional states. Types of empathy include cognitive
empathy, emotional empathy, and somatic empathy.
• Empathy has many different definitions that encompass a broad range of
emotional states, including caring for other people and having a desire to
help them; experiencing emotions that match another person's emotions;
discerning what another person is thinking or feeling; and making less
distinct the differences between the self and the other. It also is the ability to
feel and share another person's emotions. Some believe that empathy
involves the ability to match another's emotions, while others believe that
empathy involves being tenderhearted toward another person.
Psychologist Martin Hoffman Definition of Empathy.
• Martin Hoffman is a Psychologist
who studied the development of
empathy. According to Hoffman
everyone is born with the capability
of feeling empathy.
Emotional State of people
• Since empathy involves understanding the emotional states of other people, the way
it is characterized is derivative of the way emotions themselves are characterized. If,
for example, emotions are taken to be centrally characterized by bodily feelings, then
grasping the bodily feelings of another will be central to empathy. On the other
hand, if emotions are more centrally characterized by a combination of beliefs and
desires, then grasping these beliefs and desires will be more essential to empathy.
The ability to imagine oneself as another person is a sophisticated imaginative
process. However, the basic capacity to recognize emotions is probably innate and
may be achieved unconsciously. Yet it can be trained and achieved with various
degrees of intensity or accuracy.
• Empathy necessarily has a "more or less" quality. The paradigm case of an
empathic interaction, however, involves a person communicating an accurate
recognition of the significance of another person's ongoing intentional
actions, associated emotional states, and personal characteristics in a manner
that the recognized person can tolerate. Recognitions that are both accurate
and tolerable are central features of empathy.
Affective and cognitive
• Empathy is generally divided into two major components:
• Affective empathy, also called emotional empathy: the capacity to respond with an
appropriate emotion to another's mental states. Our ability to empathize emotionally is
based on emotional contagion: being affected by another's emotional or arousal state.
• Cognitive empathy: the capacity to understand another's perspective or mental state. The
terms cognitive empathy and theory of mind are often used synonymously, but due to a lack of
studies comparing theory of mind with types of empathy, it is unclear whether these are
• Although science has not yet agreed upon a precise definition of these constructs, there is
consensus about this distinction
Scales of Empathy
• Affective empathy can be subdivided into the following scales:
• Empathic concern: sympathy and compassion for others in response to their
• Personal distress: self-centered feelings of discomfort and anxiety in response to
another's suffering. There is no consensus regarding whether personal distress is a
basic form of empathy or instead does not constitute empathy. There may be a
developmental aspect to this subdivision. Infants respond to the distress of others
by getting distressed themselves; only when they are 2 years old do they start to
respond in other-oriented ways, trying to help, comfort and share.
Elements of Empathy
Daniel Goleman identified five key elements of empathy.
• Understanding Others
• Developing Others
• Having a Service Orientation
• Leveraging Diversity
• Political Awareness
• Cognitive empathy can be subdivided into the following scales:
• Perspective taking: the tendency to spontaneously adopt others'
• Fantasy: the tendency to identify with fictional characters.
• Tactical (or "strategic") empathy: the deliberate use of perspective-taking
to achieve certain desired ends
• To be a teacher is more than give instructions, you have to understand
students ways of learning, infer what it happens inside their minds, it is to
understand their role as a student, it is to think more in them in order to
make them confident in the classroom, if we do those essentials thing our
class will success and the students will find easy to learn.
• Take affinity as a rule to manage your class it will help not only to you but
also the students feel appreciated.
• From Wikipedia, the free encyclopedia
• Read more at: https://www.skillsyouneed.com/ips/empathy.html