Conversations on Empathy

In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice

Columbia Chronicle (09/16/2013)

Student newspaper from September 16, 2013 entitled The Columbia Chronicle. This issue is 48 pages and is listed as Volume 49, Number 3. Cover story: Low enrollment, high hopes, cagey college Editor-in-Chief: Lindsey Woodshttps://digitalcommons.colum.edu/cadc_chronicle/1883/thumbnail.jp

Conversations on Empathy

In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice

Hands-on Science. Celebrating Science and Science Education

The book herein aims to contribute to the improvement of Science Education in our schools and to an effective implementation of a sound widespread scientific literacy at all levels of society

Southern Accent September 2005 - April 2006

Southern Adventist University\u27s newspaper, Southern Accent, for the academic year of 2005-2006.https://knowledge.e.southern.edu/southern_accent/1083/thumbnail.jp

Pedagogy and social class in a brazilian urban setting

Education systems contain differentiating internal processes that treat students differently according to their social class origins. A growing body of literature, inspired by Bowles and Gintis (1976) among others, has noted that this differentiating process is linked to a larger process of social reproduction perpetuating the existing social and economic structure. The present study was designed to further elucidate the ways in which the distribution of educational resources contributes to a process of social and cultural reproduction. Three schools in the southern Brazilian city of Porto Alegre were studied for this purpose: a private instutition serving an upper class clientele; a public school serving children of the middle class; and a public school attended by working-class children. Two classrooms at each of the three schools were intensively observed during the first semester of 1983. Teachers and staff were interviewed concerning their pedagogical views. Patterns of instruction and control observed at the three schools suggest that children from different social classes receive substantially different kinds of schooling. Upper class children experience teaching emphasizing processes of conceptualization and method rather than memorization of isolated bits of information. Oral and other forms of self-expression are given ample emphasis in resolving open-ended instructional tasks. Negotiation and discursive reasoning usually substitute imperative modes of control. In contrast, schoolwork at the working-class school is characterized by limited oral interaction. Classroom activities emphasize copy, drills and textbook exercises. Imperative commands are the preferred forms of control. Instructional methods used at the middle-class public school also emphasize textbook learning and drills, but with an unusual degree of urgency and diligence that was absent at the working-class school. Direct commands and exhortations are used to maintain discipline. The most obvious distinction in ideological discourse observed among staff members at the three schools concerns the existence of na explicit pedagogy endorsed at the private school and the concomitant absence of any such similar rationale at the other two schools. Whereas the private school staff endorses an explicit set of educacional concepts, values, and principles, which tive coherence and purpose to their activities, staff members at the other two schools are guided by commonsensical views of the objctives of schooling provided. This commonsensical understanding shares implicit assumptions about the kind of schooling that will best serve the children of a specific social class