EMPATHY IN THE CLASSROOM 1

Exploring the Importance of Kindness:

Methods to Teach Empathy in American and Middle Eastern Classrooms

Enya J. Pfeiffer

Global Connections

Mr. Falls

December 2016
EMPATHY IN THE CLASSROOM 2

Abstract

Empathy is an essential, yet often lacking quality in the people of today. Teaching kindness in the

classroom has revealed itself to be a vital, overlooked challenge in the educational systems of

America and the Middle East. The need for empathy has never been more dire, especially in

America given recent political events, and the Middle East given the history of violence.

Methods to teach empathy lie in the hands of teachers, and require the cultivation of a safe,

stimulating learning environment. Having Socratic Seminars, teaching words to describe

emotions and feelings, and discussing different perspectives all play a role in the integration of

empathy into the educational system. For real changes to occur, the immense importance of

teaching empathy in the classroom must first be recognized. Then strategies must be devised and

implemented in order to take action in every classroom across America and the Middle East.

Keywords: Kindness, empathy, education, Middle East, America

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TABLE OF CONTENTS

Title Page..1

Abstract.2

Table of Contents..3

Introduction...4

Limitations of Study..4

Literature Review..5

Discussion..7

Conclusion13

References.15
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INTRODUCTION

Empathetic relating is at the core of eradicating hatred, violence, and destruction.

Essentially, it has the ability to change the world. Integral empathy involves an attunement with

the feelings and meanings of an individual through the engagement of subjective, interpersonal,

and objective modalities (Clark, 2016). If empathy was primal in human interactions, then

treating human being, cultures, religions, and genders would be permeated with kindness, rather

than hostility. The problem then is apathy. Apathy, in effect, is the driving force behind all

human-inflicted atrocities in the world. Terrorism, trafficking, discrimination, and so many other

horrors are able to continue in todays society because of peoples ability to disregard the value

of human life. While all of these global issues are significant, they will never end if the root of

the problem is not found. The lack of empathy is the culprit of these crimes. With this realization,

researchers must now develop ideas for resolving the global issue of apathy, and the solution

may be found in integrating kindness and empathy into the educational system.

LIMITATIONS OF STUDY

The author of this research paper, Enya Pfeiffer, experienced some limitations during the

course of the papers production. The primary limitation is that the author was homeschooled

until fifth grade. This is a limitation because the paper is focused primarily on integrating

empathy into school curriculums, particularly in lower grades. As the author did not experience

the public-school system until entering middle school, opinions may be slightly biased against

the school system and not much personal experience can be drawn. However, this limitation may

be beneficial as well, because the author was taught kindness and empathy when she was

homeschooled, and for this reason is passionate about the subject because of the lack of empathy

the author sees in the public-school system. Efforts to avoid serious limitations are being made
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by drawing from the opinions of peers in all grade levels so as to gain an accurate, unbiased

perspective of public elementary and middle school systems.

Many authors of important sources used in this project have limitations such as their age.

The school system has changed over time and so researchers studying how to teach kindness

may be researching based off of outdated information. Authors such as Miranda McKearney and

Sarah Spears may have limitations because, as librarians, they may not have a concrete concept

of what it is like to be a student in todays schools and have not studied education to the extent

that teachers have. Another author of an article titled Kindness: How You Can Teach Children to

Care for Others name Marilyn Price-Mitchell is a Ph.D. in Human Development, and this

allows her to have less limitations than other authors. Though not a teacher, Price-Mitchell is

able to look at situations from a psychological point of view in order to find solutions through

communication and kindness.

Perspectives from students, teachers, psychologists, and administrators in the educational

system are all essential in order to counteract any biases encountered. The culmination of all of

these viewpoints paired with statistical research and facts should result in a solid foundation for

Enya Pfeiffers research paper discussing how to integrate empathy into the educational system.

LITERATURE REVIEW

Benefits of Teaching Empathy. Countless positive impacts of teaching empathy can be

found in sources highlighting the countless psychological and social benefits that empathy has.

According to Edutopia, Empathy builds positive classroom culture, empathy strengthens

communities, and empathy prepares students to be leaders in their community (Owen, 2015).

These benefits only sheds light on some of the many positive impacts that teaching empathy

holds for all involved. Kindness has been shown to reduce bullying and create students that will
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be better equipped to lead the world into an era of peace (Currie, 2014). Highlighting the

countless benefits to teaching empathy will provide a stronger foundation on the issue of

teaching kindness and will help develop more powerful evidence than may persuade educators to

seriously consider the implementation of kindness regularly in the classroom.

European Viewpoints. Sources obtained from all over the world provide an international

perspective regarding the crisis of apathy and the importance of teaching empathy. Not only do

these sources from the United Kingdom and other areas of Europe provide unique perspectives,

but they also highlight the fact that integrating empathy into the educational system is an issue all

over the world, not just in the United States. According to Ashoka, British education experts state

that team-working, emotional maturity, empathy, and other interpersonal skills are as important

as proficiency in English and Math (Krznaric). Other international sources focus on the

importance of empathy education in Great Britain and all across Europe, demonstrating the vast

need for empathy in all countries.

Middle Eastern Viewpoints. According to Barney Henderson (2015), walls of kindness

are being created throughout Iran. On this wall, coat hooks are attached and people leave their

old jackets for the homeless people to have. This movement highlights the emerging recognition

of the need for empathy in traditionally problematic areas. Palestinian professor Dajani Daoudi is

outspoken regarding the issue of apathy surrounding this Israeli-Palestinian conflict, and has

released countless statements stressing the need for empathy and love in times of conflict.

Another researcher, Cat Zavis (2014), further illuminates the effects of apathy, the complexity of

Middle Eastern societies, and the influence of peace that kindness brings.

Teaching Empathy. Many articles discuss the importance of teaching empathy, but less

actually describe step-by-step solutions to the issue. Developing physical actions that teachers
EMPATHY IN THE CLASSROOM 7

can take to teach kindness is essential to make the theory into a reality. One source, The

Guardian, suggests that having students read more thought-provoking, immersive books will

cause them to have more empathy. This is because according to McKearney and Mears, The

empathy we feel for characters wires our brains to have the same sensitivity towards real

people. Therefore, by having students read better and more books, it will inherently teach them

empathy as well. Lesson plans including Socratic seminars, different teaching methods, and

advice for teachers to remain more open minded and empathetic in order to make a real impact

on students (Random Acts of Kindness). Teachers can change their own attitudes in order to

create a safe space for students (Twelve Activities). They can also implement different

methods of teaching and introduce discussions and activities that will teach students the

importance of being kind in a world full of apathy.

DISCUSSION

Empathy in Students. The educational system influences countless children all across the

world. In classes, students learn about sentence structure, how to solve equations, and the

demographics of different countries. The responsibility of teaching kindness and compassion to

children has traditionally been left to parents. More often than not, parents are unable to fulfill

this essential responsibility. Clearly, the system of integrating empathy and kindness is broken.

Already, by 4th grade, research indicates that children are socialized to think more about

themselves than others (Price-Mitchell, 2016). Teaching kindness and empathy must be

integrated into all educational systems in order to cultivate a more peaceful world. While parents

play an integral part in nurturing this character trait, society through the educational system has

the opportunity to further develop this. Lesson plans that are focused on exploring the

importance of being nice, educating students about the consequences of apathy, and creating an
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atmosphere of safety and acceptance are key aspects in shaping the minds of future generations. .

Teaching about empathy is only one part of what can be done, yet a more powerful approach is

teaching, relating, engaging in an empathetic manner. As children develop physically, they do so

by imitation. First words are often following the constant repetition by parents and caregivers.

Empathy can be taught the same way. Proficiency then can follow with exercise. Empathy is

similar to a muscle and can be either developed into something strong and powerful, or left to

wither away and remain unproductive. For some people, it may naturally be stronger, but every

person can choose to build that muscle with practice and perseverance (Twelve Activities,

2014). Empathy allows people to show kindness and joy, and to practice compassion. The

growing norm of apathy must end, and a movement of kindness must emerge in order to develop

a world free of atrocities.

The Golden Rule. Empathy has the ability to transcend boundaries. A definition of

behaving empathetically by an anonymous English Author states that one must see with the

other persons eyes, hear with his ears, and feel with his heart (Clark, 2016) and this is the basis

for treating others in a way that annihilates hostility. Empathy fosters open communication and

trust. Regardless of language barriers, different cultures, and diverse perspectives, the Golden

Rule exists throughout all cultures. A deep sense of empathy fluidly allows the expression of

kindness. Variations of do unto others as you would have them do unto you can be seen in

Islam, Hindu, Confucianism, Buddhism, Christianity, and many more religions. Within these

various faiths divisiveness can occur because of polarizing issues, and yet unity can be found in

phrases that highlight the value of respect and empathy. The ancient chapter 5:18 of the

Udanavarga, affiliated with Buddhism, states, Hurt not others in ways that you yourself would

find hurtful. Similarly, Number 13 of Imam "Al-Nawawi's Forty Hadiths" found in the Islamic
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faith says, "None of you [truly] believes until he wishes for his brother what he wishes for

himself." Furthermore, Luke 6:31 in the Bible declares, Do to others as you would have them

do to you. The fact that religions, cultures, and societies all incorporate a shared value of having

empathy for one another allows the need for empathy to transcend boundaries and highlight its

relevance throughout the world. As materialism, greed, and hatred swells in societies, the need

for empathy has only become increasingly more critical. Peace will never be found if empathy is

not instilled into students through the educational system and those who are integrally a part of

students daily interpersonal interactions.

Importance of Teaching Empathy. How does kindness and empathy benefit those who

experience it? Patty O'Grady, an expert in neuroscience, emotional learning, and positive

psychology, who specializes in education reports, Kindness changes the brain by the experience

of kindness. Children and adolescents do not learn kindness by only thinking about it and talking

about it. Kindness is best learned by feeling it so that they can reproduce it (Currie, 2014).

Empathy is undoubtedly an essential component of cultivating a stimulating learning

environment. However, this fact is rarely taken into serious consideration and actually

implemented in the public-school system. A recent study from Duke and Penn State Universities

documented and followed approximately 750 people for 20 years and discovered that those who

were able to share and help other children in kindergarten were actually more likely to graduate

from high school and obtain full-time jobs. Students who were not as socially competent were

more likely to drop out of school, need government assistance, or go to juvenile hall (Kalantari,

2016). Furthermore, Shuka Kalantari emphasizes that, People exposed to empathy earlier in life

have greater and longer-lasting emotional benefits than those exposed to it later, or not at all.
EMPATHY IN THE CLASSROOM 10

There is no question that empathy builds a more positive classroom culture, strengthens

communities, and prepares students to be better leaders in all aspects of life (Owen, 2015).

Progress Towards Teaching Kindness. The most recent movement towards teaching

empathy locally occurred in May 2015, when the Virginia Beach City Public Schools published

their Strategic Framework for the next five years. The third goal highlighted in this publication is

titled Social-Emotional Development and proceeds to state the public schools goal to,

Develop a plan to systematically integrate developmentally appropriate social-emotional

learning strategies into the curriculum to promote the development of interpersonal skills,

responsible decision making and resilience (Spence, 2015). Though this statement provides a

glimmer of hope for the educational system, as the year of 2016 quickly comes to a close,

implementation of these goals cannot be easily seen or documented. Evidently, the goal of

encouraging social-emotional development continues to be shoved to the side, and enough is not

being done to make these goals into a reality.

Empathy in the Middle East. On an international scale, the lack of empathy can be seen

as a culprit for countless atrocities. As Jackie Gerstein (2013) stated, Given that we are now

living in a hyper-connected world, we can no longer plead that we dont know what is going on

in other parts of the world. Look at the recent incidents of the uprising in Egypt and Syria.

Global events are being streamed and tweeted in real time. Global empathy and stewardship

need to be part of the education of children. The Middle East has a rich, beautiful culture, but

also faces persisting dangers and issues. Peace is hard to find in the Israeli-Palestinian conflict

because the deterioration of empathy and trust brought about by the use of force. The persistent

denial of respect to the other side, and the inability to understand and appreciate the diverse
EMPATHY IN THE CLASSROOM 11

perspectives, is unfortunately not unique to only the Israeli-Palestinian conflict (Dajani Daoudi,

2014).

In regard to the Middle East, apathy has led to terrorism, oppression, and hatred that has

contaminated the incredible culture of the Middle East. A researcher conducting a simulation of

Middle Eastern relations stated, ...ethnocentric analysis excludes a basic element needed to

understand international relations--empathy (Stover, 2004). Solutions to the crisis of apathy

may be found in integrating empathy into the educational system. As Cat Zavis (2014)

eloquently said regarding empathy in the Middle East, It is not enough to know that something

is wrong and that people are doing things that are causing great harm and suffering and that this

needs to stop, you need to understand how to contribute to a healthy discussion of what are

strategically sound and smart ways to respond ways that will lead to empathy, compassion,

understanding and ultimately peace rather than feed the fears of either or both sides. The United

States educational system is not the only one needing improvement. The Middle East is in dire

need of kindness, and by teaching empathy in the classroom, peace may one day be found in the

conflict-ridden areas of the Middle East.

Jordanian Perspective on Empathy. Rand Ramini is a seventeen-year-old Palestinian

student living in Amman, Jordan. Ms. Ramini holds the opinion that though her peers are

generally kind, the society of Jordan has inadvertently taught people to hate races that

participated in harming ancestors of Jordanian citizens. In school, Ms. Ramini believes that

kindness is taught, to some extent, within the context of religious lessons during the early years

of education. These Islamic teachings inherently convey morals regarding love, forgiveness, and

kindness. Ms. Ramini thinks that, though these morals are essential to learn, more can be done by

the Jordanian school system to teach empathy. If it were up to Ms. Ramini, she would conduct
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conferences and discussions between students in every grade level. These discussions would

emphasize the importance of kindness and the critical need for students to not foster hate for

other countries. She would additionally prohibit the biased way of teaching that many teachers

implement. She hopes to instead have teachers focus on understanding opposing viewpoints and

promoting the concept that, ...if a person has made mistakes, their ancestors cannot be blamed

for it. If all generations were directed this way, atrocities in the Middle East and the whole world

would lessen. Rand Raminis open-minded opinion provides insight into the complex issues of

hatred for a race of people due to past transgressions. Through discussion and guidance, students

in the Middle East would be encouraged to foster empathy rather than hatred.

Methods to Teach Empathy in the Classroom. Difficulties arise pertaining to the

challenge of teaching kindness and empathy in both America and the Middle East. Teaching a

personality trait in the classroom is far more complex than teaching math equations. Ways to

implement kindness in the classroom range from simple tips such as greeting students warmly

every day and hanging posters of people interacting with one another, to detailed outlines of

activities that will help teach empathy to students (Zakrzewski, 2012). Dr. Karyn Gordon

provides numerous points for teachers to teach empathy in the classroom. Examples include for

teachers to fill students emotional bucket by practicing kindness that can be then reflected back

by the student. Asking how students feel and seeking to understand their expressed emotions are

critical to providing an atmosphere of empathy in the classroom (Beach). Expressing and

identifying emotions are vital for social-emotional growth, and finding positive things to say to

classmates helps this process as well (Speaking Kindness).

Many professionals have developed toolkits and lesson plans for teachers to use in order

to provide specific ideas and advice regarding the topic. Ashokas Back-To-School Empathy
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Toolkit highlights how students must learn how to identify feelings, and develop effective,

healthy ways to process these emotions. Additionally, The Guardian suggests that having

students read more thought-provoking, immersive books will cause them to have more empathy.

McKearney and Mears (2015) state, The empathy we feel for characters wires our brains to

have the same sensitivity towards real people. Simply celebrating World Kindness Day is a step

in the direction of incorporating lessons of kindness into the everyday classroom (Carter, 2015).

Further strategies include the simple concept of desk arrangement. Placing desks in clusters

rather than rows encourages group discussions and communication, thus allowing students the

opportunity to practice kindness (Classroom Culture,). Overall, the power to implement

change lies not only in the hands of the public school administrations, but also in the hands of

teachers.

Once schools and teachers realize how extremely important teaching kindness is, finding

resources and inspiration proves to be far from impossible. The Random Acts of Kindness

Organization provides extensive lesson plans including units on feelings and behavior, caring for

others, and learning to solve problems empathetically (Random Acts of Kindness, 2016).

Countless resources lay waiting to be discovered as the need for kindness in the classroom is

gradually being recognized.

Arguments Against Teaching Kindness. Teachers and school administrators may argue

that it is not the responsibility of public schools to teach empathy, it is up to parents. However, as

Jason Brooks states, Its been established most of our values and views of the world are shaped

in the first five years of our lives, making the teaching of kindness primarily for parents, but

educators and other role models can help build these kinds of skills as well (2016). A mere
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glance at the news is enough to confirm that the world is swimming with apathy, and teaching

kindness has the immense potential to change the world.

CONCLUSION

The movement towards teaching empathy and social-emotional learning, if rightfully

pursued, has the potential to begin a new chapter in the public-school system in the United States

as well as in the Middle East. Implementing new strategies entail challenges, but challenges that,

when overcome, will result in a revolution of kindness in todays society. Educational systems

have the power to mold and shape the future, and teaching empathy beginning in preschool is

critical in todays increasingly apathetic world. The Golden Rule of kindness transcends cultures

and indicates the need for empathy throughout the entire world. As Mark Twain once said,

Kindness is the language which the deaf can hear and the blind can see. By conducting

projects, facilitating discussions, and guiding students to look at issues from diverse

perspectives, empathy can be integrated into education resulting in the production of more

driven, empathetic, and compassionate generations.

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References

Ashoka. (n.d.). RULES OF KINDNESS: A BACK-TO-SCHOOL EMPATHY TOOLKIT. RULES OF

KINDNESS: A BACK-TO-SCHOOL EMPATHY TOOLKIT, 1-27. Retrieved November 13, 2016, from
http://rulesofkindness.generationon.org/sites/default/files/empathy_toolkit.pdf
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Carter, S. (2015, November 1). Creating a Culture of Kindness. Retrieved November 13, 2016, from
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Clark, A. J. (2016). Empathy and Alfred Adler: An Integral Perspective. Journal Of Individual Psychology,
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global-stewardship-the-other-21st-century-skills/
Henderson, B. (2014, December 21). Iranians set up 'walls of kindness' to help homeless. Retrieved
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