Stephen Darwall
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Strategic Empathy As a Tool of Statecraft
Strategic Empathy as a Tool of Statecraft John Dale Grover Published October 2016 Contents Introduction ................................................................................................................................................. 3 Empathy Defined ........................................................................................................................................ 4 Strategic Empathy as a Tool of Statecraft ................................................................................................ 7 International Relations Theory and Empathy ....................................................................................... 14 The Opening of China .............................................................................................................................. 24 American Policy in the Iraq War ............................................................................................................ 30 Conclusion ................................................................................................................................................. 35 Bibliography .............................................................................................................................................. 37 2 Introduction “If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb -
1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism. -
“Trees Have a Soul Too!” Developing Empathy and Environmental Values in Early Childhood
The International Journal of Early Childhood Environmental Education, 5(1), p. 68 International Journal of Early Childhood Environmental Education Copyright © North American Association for Environmental Education ISSN: 2331-0464 (online) “Trees have a soul too!” Developing Empathy and Environmental Values in Early Childhood Loukia S. Lithoxoidou 77th Kindergarten School of Thessaloniki, Greece Alexandros D. Georgopoulos Aristotle University of Thessaloniki, Greece Anastasia Th. Dimitriou Democritus University of Thrace, Alexandroupolis, Greece Sofia Ch. Xenitidou NOESIS Science Center and Technology Museum, Greece Submitted June 22, 2016; accepted April 17, 2017 ABSTRACT Coping with environmental crisis cannot but presuppose a change in the values adopted by modern man. Both ecocentric values associated with creating a caring relationship with nature, and the development of empathy, can become vehicles of transformation towards a society based on ecological principles. In connection with these issues, an Environmental Education program for preschoolers was designed and implemented in the classroom. The evaluation shows that preschool children can be interested in non-human beings, can feel the need to protect them, and ascribe them intrinsic value. Keywords: environmental values, empathy, preschool environmental education What accords Environmental Education its dynamic character - and marks its difference from environmental studies - is the dimension of critique, relating to the identity of the active citizen who - through studying and clarifying attitudes and values, rejects the prevailing standards, and who, by seeking alternative ways of being, modifies his actions accordingly, and consequently transforms society and the environment (Sterling, 1993). A special case of such a process involves the anthropocentrism - ecocentrism dichotomy and all the movements in between that have emerged over the last decades (Attfield, 2014). -
Individual Differences in Empathy Are Associated with Apathy-Motivation
www.nature.com/scientificreports OPEN Individual diferences in empathy are associated with apathy- motivation Received: 1 August 2017 Patricia L. Lockwood 1,2, Yuen-Siang Ang 1,2,3, Masud Husain 1,2,3 & Molly J. Crockett1,4 Accepted: 24 November 2017 Empathy - the capacity to understand and resonate with the experiences of other people - is considered Published: xx xx xxxx an essential aspect of social cognition. However, although empathy is often thought to be automatic, recent theories have argued that there is a key role for motivation in modulating empathic experiences. Here we administered self-report measures of empathy and apathy-motivation to a large sample of healthy people (n = 378) to test whether people who are more empathic are also more motivated. We then sought to replicate our fndings in an independent sample (n = 198) that also completed a behavioural task to measure state afective empathy and emotion recognition. Cognitive empathy was associated with higher levels of motivation generally across behavioural, social and emotional domains. In contrast, afective empathy was associated with lower levels of behavioural motivation, but higher levels of emotional motivation. Factor analyses showed that empathy and apathy are distinct constructs, but that afective empathy and emotional motivation are underpinned by the same latent factor. These results have potentially important clinical applications for disorders associated with reduced empathy and motivation as well as the understanding of these processes in healthy people. Empathy – the capacity to understand and resonate with the experiences of other people – is considered essential for navigating meaningful social interactions and is closely linked to prosocial behaviour1–7. -
Empathy and Feelings of Guilt Experienced by Nurses: a Cross-Sectional Study of Their Role in Burnout and Compassion Fatigue
Empathy and feelings of guilt experienced by nurses: a cross-sectional study of their role in burnout and compassion fatigue symptoms Abstract Aims: The main goal of this study was to explore the relationships between empathy, empathy-based pathogenic guilt and professional quality of life (burnout and compassion fatigue). We aim to test a model in which we hypothesize that when empathic feelings are related to pathogenic guilt, burnout and compassion fatigue symptoms may be increased. Background: Empathy is at the core of nursing practice, and has been associated with positive outcomes not only for the healthcare provider but also for the patient. However, empathy is also at the core of guilt feelings that, when excessive and misdirected, can lead to pathogenic guilt beliefs. We focused on two types of empathy-based guilt characterized by excessive responsibility over others’ well-being and how these can be related to professional quality of life. Methods and Participants: This study is a cross-sectional self-report survey. Data were collected during 2014 and 2015. 298 nurses from public hospitals in Portugal’s north and center region were surveyed. Professional quality of life (ProQoL), empathy (IRI), and empathy-based guilt (IGQ) were measured using validated self-report measures. Results: Correlation analyses showed that empathy-based guilt was positively associated with empathy, and with burnout and compassion fatigue. Results from multiple mediation models further indicated when empathy is associated with empathy-based guilt, this leads to greater levels of burnout and compassion fatigue. Conclusions: Given the nature of their work, proneness to experience pathogenic guilt feelings may compromise nurses’ well-being, and this should be addressed in training programs aiming at preventing or treating burnout and compassion fatigue. -
Theory of Mind and Empathy As Multidimensional Constructs Neurological Foundations
Top Lang Disorders Vol. 34, No. 4, pp. 282–295 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Theory of Mind and Empathy as Multidimensional Constructs Neurological Foundations Jonathan Dvash and Simone G. Shamay-Tsoory Empathy describes an individual’s ability to understand and feel the other. In this article, we review recent theoretical approaches to the study of empathy. Recent evidence supports 2 possible empathy systems: an emotional system and a cognitive system. These processes are served by separate, albeit interacting, brain networks. When a cognitive empathic response is generated, the theory of mind (ToM) network (i.e., medial prefrontal cortex, superior temporal sulcus, temporal poles) and the affective ToM network (mainly involving the ventromedial prefrontal cortex) are typically involved. In contrast, the emotional empathic response is driven mainly by simulation and involves regions that mediate emotional experiences (i.e., amygdala, insula). A decreased empathic response may be due to deficits in mentalizing (cognitive ToM, affective ToM) or in simulation processing (emotional empathy), with these deficits mediated by different neural systems. It is proposed that a balanced activation of these 2 networks is required for appropriate social behavior. Key words: emotion, empathy, inferior frontal gyrus, mirror neurons, simulation, theory of mind, ventromedial prefrontal cortex NE of the core functions of individu- have provided evidence of the multidimen- O als living within a society is the attribu- sional nature of ToM. In this article, we review tion of mental states to others. This function, main approaches to the study of the neural ba- known as theory of mind (ToM) or “mental- sis of ToM and empathy (including tasks used izing” (Frith, 1999), enables an individual to to elicit them), describe the neurological un- understand or predict another person’s be- derpinnings for the multidimensional nature havior and to react accordingly. -
Self-Esteem's Relations to Empathy and Parenting
Psychological Thought psyct.psychopen.eu | 2193-7281 Research Articles Self-Esteem’s Relations to Empathy and Parenting Violeta Pavlova Cone* a [a] Department of Social, Labor and Pedagogical Psychology, Faculty of Philosophy, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria. Abstract The article is looking into theoretical and research relations between self-esteem, empathy and parenting. The empirical study was carried out among 199 undergraduate US students and measured empathy (Empathy Quotient and Interpersonal Reactivity Index), self-esteem (Rosenberg Self-Esteem Scale) and perceived parenting (Parental Bonding Instrument). The results showed no direct relation between empathy and self-esteem, as measured by the instruments in this sample. The care dimension of the perceived parenting style of both parents predicted self-esteem levels. Future research is recommended to confirm findings and identify possible mediator between empathy and self-esteem. Keywords: self-esteem, empathy, perceived parenting style, undergraduate students, Rosenberg Self-esteem Scale, Empathy Quotient, Parental Bonding Instrument, Interpersonal Reactivity Index Psychological Thought, 2016, Vol. 9(2), 184–196, doi:10.5964/psyct.v9i2.194 Received: 2016-07-12. Accepted: 2016-08-18. Published (VoR): 2016-10-28. Handling Editor: Marius Drugas, University of Oradea, Oradea, Romania *Corresponding author at: Sofia University “St. Kliment Ohridski” 15, bul. Tsar Osvoboditel, 1504 Sofia, Bulgaria. E-mail: [email protected] This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Introduction Self-esteem is among the most popular mental health concepts and has influenced the development of numerous scientific and public policies. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
The Empathy Connection
The Empathy Connection Creating Caring Communities through the Human-Animal Relationship The Doris Day Animal Foundation (DDAF) is a national nonprofit organization working to create caring communities. Thanks to a generous grant from the Claire Giannini Fund, we are pleased to present “The Empathy Connection,” a publication designed to help parents, teachers, and other adults instill the important skill of empathy in our youth. As a mother of two school-age children, president of the parent teacher’s association of a middle school, and as the Executive Director of the Doris Day Animal Foundation, I know how important empathy is in children’s development. Empathy is an important skill, related to success in many areas of development—social, academic, and personal. Learning how to respond empathetically is also the best antidote to violence, bullying, and other unwanted, aggressive behavior in children. The basic tenet of DDAF’s “creating caring communities” mission is that the protection of, and respect for, animals is closely linked to human welfare. The development of empathy is a case in point: one of the best—and probably one of the most enjoyable—ways to teach children empathy is through the human-animal relationship. The Doris Day Animal Foundation offers training workshops and materials designed to help professional and lay communities address the problem of violence and promote positive development in children, families, and communities. We do this by demonstrating how paying attention to the animal-human welfare link builds safer, more creative communities for all living creatures. We hope you will let us know how you used “The Empathy Connection,” or other DDAF materials. -
Compassion and Sympathy As Moral Motivation Moral Philosophy Has Long Taken an Interest in the Emotions
Compassion and Sympathy as Moral Motivation Moral philosophy has long taken an interest in the emotions. Ever since Plato’s defense of the primacy of reason as a source of motiva- tion, moral philosophers have debated the proper role of emotion in the character of a good person and in the choice of individual actions. There are striking contrasts that can be drawn among the main tradi- tions in moral philosophy as to the role they assign to the emotions, and to the particular emotions that they evaluate positively and nega- tively. Here are some examples. Utilitarianism is often presented as a the- ory which simply articulates an ideal of sympathy, where the morally right action is the one that would be favored by someone who is equally sympathetic to the pleasure and pains of all sentient beings. And, on another level, utilitarianism tends to evaluate highly actions motivated by sympathy and compassion, and to evaluate negatively actions motivated by malice and spite. Kantianism (or deontology, as it is often called) has a completely different structure and, conse- quently, a different attitude towards the emotions. It conceives of morality as the self-imposed laws of rational agents, and no emotion is thought to be involved in the generation of these laws. It is true that Kant himself does find a special role for the emotion—if that is the right word—of respect for rational agents and for the laws they impose on themselves. But Kant seems to regard respect as a sort of effect within us of our own inscrutable moral freedom, and not as the source of moral legislation. -
Development of a Trait Parochial Empathy Scale
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2019 When Empathy Only Goes So Far: Development of a Trait Parochial Empathy Scale Anna Maria C. Behler Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Quantitative Psychology Commons, and the Social Psychology Commons © Anna Maria C. Behler Downloaded from https://scholarscompass.vcu.edu/etd/6005 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Running Head: TRAIT PAROCHIAL EMPATHY SCALE WHEN EMPATHY ONLY GOES SO FAR: DEVELOPMENT OF A TRAIT PAROCHIAL EMPATHY SCALE A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Psychology at Virginia Commonwealth University By: ANNA MARIA C. BEHLER M.S., Virginia Commonwealth University, 2017 M.A., CUNY Queens College, 2014 B.S., Fordham University – Rose Hill, 2011 Co-Directors: Jeffrey D. Green, Ph.D. & Jennifer Joy-Gaba, Ph.D. Associate Professors of Psychology Department of Psychology Virginia Commonwealth University Richmond, Virginia July, 2019 TRAIT PAROCHIAL EMPATHY SCALE i Acknowledgements There are several people to whom I would like to say thank you: First, to my advisors, Dr. Jeffrey Green & Dr. Jennifer Joy-Gaba, for their kindness, encouragement, support, and unparalleled mentorship over the past four years. To my committee members, Drs. Daniel Berry, Terri Sullivan, and Sharon Zumbrunn, for their guidance on this project. -
The Effects of Attachment Relationships on the Development of Effects of Empathy Or Depersonalization in Adolescence" (2007)
Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 5-2007 The ffecE ts of Attachment Relationships on the Development of Effects of Empathy or Depersonalization in Adolescence John Lamanna Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the Cognitive Psychology Commons, and the Social Psychology Commons Recommended Citation Lamanna, John, "The Effects of Attachment Relationships on the Development of Effects of Empathy or Depersonalization in Adolescence" (2007). Masters Theses & Specialist Projects. Paper 26. http://digitalcommons.wku.edu/theses/26 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. THE EFFECTS OF ATTACHMENT RELATIONSHIPS ON THE DEVELOPMENT OF EMPATHY OR DEPERSONALIZATION IN ADOLESCENCE A Thesis Presented to The Faculty of the Department of Psychology Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Specialist in Education By John Michael Lamanna May 2007 THE EFFECTS OF ATTACHMENT RELATIONSHIPS ON THE DEVELOPMENT OF EMPATHY OR DEPERSONALIZATION IN ADOLESCENCE Date Recommended Director of Thesis Dean, Graduate Studies and Research Date Acknowledgements I would like to begin by acknowledging my thesis chair, Dr. Melissa Hakman. Thank you for your guidance, patience, support, and assistance. I would not have been able to complete this project without your feedback and encouragement. Thank you for helping me turn this idea into a reality. In addition, I would like to thank my other thesis committee members, Dr.