Empathy and Social-Emotional Learning: Pitfalls and Touchstones for School-Based Programs
New Directions for Child and Adolescent Development
Short Title:
New Directions for Child and Adolescent Development
Format:
Journal Article
Publication Date:
2010/01/01/
Pages:
33 - 53
Sources ID:
89996
Notes:
Accession Number: EJ899919; Acquisition Information: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL; Language: English; Education Level: Preschool Education; Reference Count: 44; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2010
Visibility:
Public (group default)
Abstract:
(Show)
This chapter identifies three common pitfalls in the use of the concept of empathy in formal social-emotional learning interventions: (1) not distinguishing between affective and cognitive empathy ("equivocation"); (2) overestimating the role of the imagination in empathizing ("Piaget's fallacy"); and (3) not accommodating the developmental and psychological independence of affective and cognitive empathizing ("the fallacy of the Golden Rule"). Using case studies of existing programs, the chapter offers guidance on how to avoid these errors in program design. (Contains 1 table.)