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Character Value Lens Scavenger Hunt

Jessica Green

on 11 October 2012

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Transcript of Self-knowledge/empathy

“You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it” (p. 39).

-Harper Lee, To Kill a Mockingbird (1960) Self-Knowledge/Empathy care
compassion The major elements/principal terminology of this character value lens was provided The historical origin of the character value lens and the classroom context.

Sesame Street's Murray and Mark Ruffalo References Secondary: Classroom Context Key Figures Theodor Lipps: Known as the “father of the first scientific theory of Einfühlung (“feeling into,” “empathy”)” (Montag, Gallinat, & Heinz, 2008, para. 2). Martin Hoffman: Professor of Psychology at New York University, known for his research and writing on the topics of empathy and moral development. Author of multiple books on the subject, including “Empathy and Moral Development: Implications for Caring and Justice” (2000). Jeremy Rifkin: Bestselling author, economist, and political advisor, well known for his research about the development of empathy and its impact on human development and society. In addressing the importance of empathy education in schools, he writes, "Schools report a marked reduction in aggression, violence, and other antisocial behavior [...] greater cooperation among students, more pro-social behavior, more focused attention in the classrooms, a greater desire to learn, and improvement in critical thinking skills." (Rifkin, 2010, p. 20). Mary Gordon: Author of the book “Roots of Empathy: Changing the World Child by Child” (2009). She founded the classroom program Roots of Empathy, “that has shown significant effect in reducing levels of aggression among schoolchildren by raising social/emotional competence and increasing empathy” (Roots of Empathy, 2012). Empathy with Empathy is the ability to put your self in another person’s shoes to understand what another person feels. It is to “feel with rather than to feel for” (Sideris, 2010, p. 457). A person has a greater capacity to feel with another when they have self-knowledge, an understanding of their own feelings. Self knowledge increases a person’s capacity for empathy because both have to do with understanding and being aware of one’s own feelings, so that he or she can be “sensitive to, and vicariously experience the feelings, thoughts, and experiences of another” without those thoughts, feelings, and experiences explicitly communicated (Merriam-Webster's Collegiate Dictionary, 2012). Definition Empathy. (n.d.). In Merriam-Webster’s Online Dictionary (11th ed.).
Retrieved from http://www.meriam-webster.com/dictionary/empathy Gordon, M. (2009). Roots of Empathy: Changing the World Child by Child. New York: The
Experiment, LLC. Hoffman, M. (2000). Empathy and Moral Development: Implications for Caring and Justice.
New York: Cambridge University Press. Lee, H. (1960). To Kill a Mockingbird. New York: Grand Central Publishing. Montag, C., Gallinat, J., & Heinz, A. (2008, October). Theodor Lipps and the Concept of Empathy: 1851-
1914. The American Journal of Psychiatry. Retrieved from
http://ajp.psychiatryonline.org/article.aspx?articleID=100211 Rifkin, J. (2010, September). Biosphere Education. Green Teacher, 90, 19-21. Retrieved from
http://web.ebscohost.com.ezproxy.cu-portland.edu/ehost/ Roots of Empathy (2012). About Our Program [Website]. Retrieved from
http://www.rootsofempathy.org/en/what-we-do/about-our-program.html Sideris, L. (2010). I see you: Interspecies empathy and Avatar. Journal for the Study
of Religion, Nature and Culture, 457-477. doi: 10.1558/jsrnc.v4i4.457 Elementary: Discuss the lives and personalities of book characters, allowing students the opportunity to relate. Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility.
New York: Bantam Books. In the English classroom, students can discuss empathy while studying literature by analyzing characters who demonstrate the value. Students can write from the point of view of a main character to identify with how that character may feel about a situation in the story to practice “walking in another person’s shoes.” Students can reflect on and write about this character trait. Within the classroom meeting, students and the teacher can reflect on an issue and think about how the issue affects the people involved. Teachers can ask students questions like “How would you feel in this situation?” to get students to relate to a situation they may or may not have experienced in their own life. (Lickona, 1991, p. 142, 147, 166). Students can role play different scenarios that demonstrate empathy (such as helping a friend who is hurt, sympathizing when they feel lonely, scared, etc.) Provide students with opportunities to get to know each other (student interviews, "Student of the Week", cooperative groups, class meetings, etc). This can "Teach students to respect, affirm and care about each other" (Lickona, 1991, p. 100). Demonstrate and model empathy as you (the teacher) discipline, praise and build relationships with each student.
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