Avoiding ‘passive empathy’ with Philosophy for Children

Matthew Victor Schertz

44 citations0/0 files storedJournal of Moral Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Educational Philosophies and Pedagogies Values and Moral Education Education, Philosophy, and Society

Abstract

This essay begins by addressing concerns raised by Megan Boler regarding empathy's conceptual ambiguities and pedagogical effectiveness. This will be followed by a call for a systematic pedagogical approach to educating for empathy based on dialogue. I will argue that in order to be effective, empathic pedagogy should provide students with a means of engaging across the boundaries of the subject by allowing for peer‐mediated inquiry‐based interactions that support the sharing of affective states. Finally, I will argue that Community of Inquiry—the dialogical, inquiry‐based pedagogy used in the Philosophy for Children program—is a crucial and paradigmatic means for promoting the further development of empathy.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 44 citations exist upstream.

References

1978Discipline and Punish: The Birth of the Prison 1978Discipline and Punish: The Birth of the Prison.1996Discipline and Punish: The Birth of the Prison.1932A Handbook of Child Psychology 1990Sources of the self: the making of the modern identity 2012Playing and Reality 1967Mind, Self, and Society 1991Sources of the Self: The Making of the Modern Identity

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.