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The Problem of Empathy: a Reach for Community Through the Humanities by Hank Galmish

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The Problem of Empathy: a Reach for Community Through the Humanities by Hank Galmish The Problem of Empathy: A Reach For Community Through the Humanities by Hank Galmish Harriet Beecher Stowe’s Uncle Tom’s Cabin “Trust any child to fnd that out,” depicts a vivid scene of a deep human truth said St.Claire, “there’s no keeping it from focused on relationships and empathy. In the them. But I believe that all the trying in following scene, the young Topsy, the African the world to beneft a child and all the slave girl picked up in the streets by Auguste St. substantial favors you can do them, will Claire, has been given to his cousin, Ophelia, never excite one emotion of gratitude, a northerner. Tis was to be an experiment to while that feeling of repugnance remains see if the liberal abolitionist can civilize her as in the heart; it’s a queer kind of fact,— Ophelia claims. In the scene, Topsy is being but so it is.” scolded for stealing and encouraged to be good. “I don’t know how I can help it,” Topsy exclaims that she knew nothing about love, said Miss Ophelia, “they are disagreeable and despite Miss Ophelia's claims of afection to me,—this child in particular,—how for the girl, she knows that Miss Ophelia can't can I help feeling so?” stand to even touch her, that she despises her for “Eva does, it seems.” being a little black girl. Once Topsy says this, “Well, she’s so loving. .”(Stowe 281) the appearances are stripped away and the truth revealed: Stowe’s thesis is that unless people feel and touch the human experience of the other, “I’ve always had a prejudice in this case the slave, they will never be moved against negroes,” said Miss Ophelia, to overcome their unjust attitudes toward the “and it’s a fact, I never could bear to other. Her book is an attempt to pierce this have that child touch me; but I didn’t limiting attitude by showing her readers the think she knew it.” living, breathing human beneath such terms. 28 Community College Humanities Review She enraged the South by transforming the black fairly quickly when a parent or signifcant adult in slave, “a piece of property” only, into a feeling his or her life is angry, sad, happy, or threatening. subject, a fesh and blood human being that A child thrives by responding appropriately to demands a human response. this knowledge. In these times of social and fnancial In 1915, the German-Jewish philosopher, struggle, the Humanities are being compelled Edith Stein, presented for acceptance her Ph.D. to defend their value in the public arena more thesis entitled On the Problem of Empathy, than ever. Te ability to establish an empathetic written under the direction of Edmund Husserl, bond between diferent groups of people in the father of phenomenology. She maintains this increasingly complex and diverse world is that empathy gives one the openness to know one of the essential values of the Humanities. accurately the feelings and thoughts of another. Te German philosopher Edith Stein ofers in For Stein, the empathetic ability is at the her thought a cogent and brilliant defense of foundation of what it means to be human, and empathy as an essential epistemological faculty without it, not only would it be impossible for a to be developed in human beings if they are to person to think clearly about the external world, function as social beings. By understanding her but it would also be impossible to think clearly, if ideas, teachers of the Humanities are ofered a at all, about the internal world. Tus, for Stein, precise intellectual tool to present and defend Descartes’ “I think, therefore I am” is a radically the traditional role of the Humanities in the fawed formulation, for the “I think” must educational endeavor. Empathy is a form of imply an object, and the reality of that object knowledge that allows us to know the other as must reveal itself to the potential thinker before other. Experiencing the other through story, he or she can think. Tus, in her thought, the drama, art, music, dance, or other forms of the proper formulation would be closer to “Reality Humanities, is a valuable way of inculcating is, therefore, I think about it, and therefore I that essential knowledge if we in a smaller and can claim to be.” For the more complex being smaller world full of diverse cultures are to escape we name “human,” the knowing of the other misunderstanding, fear and the violence these must mean the knowing of the other as subject forms of ignorance breed. who is relating or not relating to us through Our capacity to be human depends independent thoughts and/or feelings. My primarily upon our capacity to be open to the knowing this, my ability to empathize with the other not as object (even couched in the well- subject forms the constitutive process by which meaning idea of “equality”), but as thinking- my identity, my “I-ness,” comes to exist. Stein’s feeling subject. If we do not have this capacity, no thought, in contrast to Descartes’, maintains, amount of verbal trickery or adept rationalizing “You exist, and you think and feel about me, as I can disguise the absence. Average human beings come to know and to respond to you as subject, recognize from early on in life the human and in that response, I come to exist as subject capacity to know accurately what another thinks, too.” To be is to be in community. Not to be for even a person radically diferent from one’s own others, or to be to others, is, for Stein, ultimately self; they also recognize more importantly what not to be at all. To not feel the other, to not another person feels. In fact, this knowledge, have any understanding of what it is like to be if we refect upon it, is obviously crucial not only the other, constitutes a form of solipsism. And for our own growth, but also for our well-being, solipsism is suicide, a radical and fnal negation of even for our survival. A child, for example, knows one’s own existence as a human being. Fall 2016 29 Tis viewpoint is challenging and in its infancy; it still lacked clear basic revolutionary. Her rigorous analysis of the human concepts; furthermore, there was no one capacity for empathy provides and explicates who could establish such an essential a philosophical underpinning for the current foundation. On the other hand, what valuing of diversity in the academic world; her I had learned about phenomenology, ideas also help to explain the spontaneous and so far, fascinated me tremendously irrepressible hungering for communities of all because it consisted of such a labor of kinds that we see around us these days. Our clarifcation, and because, here, one intense focus on the individual has led us into forged one’s own mental tools for the myopic dead ends. Stein ofers us the corrective task at hand. (qtd. in Basehart) lenses the modern person seeks; a communion with the other. Stein moved to Gottingen in 1913 so as Edith Stein’s life informed her thoughts. to be able to study directly under Husserl. She Te basic facts are found in Waltrud Herbstrith’s became very active in philosophical circles of this biography Edith Stein and Sr. Mary Catherine energized center in which the new discipline of Baseheart’s Person in the World: Introduction to the phenomenology was forming. She continued at Philosophy of Edith Stein (Baseheart; Herbstrith). the university until 1916, earning her doctorate with her dissertation On the Problem of Empathy.” Her studies Our capacity to be human depends were interrupted by World War I, primarily upon our capacity to be open to and she served as a nurse tending the other not as object, . but as thinking- the wounded in the feld hospitals nearby. She returned to her home feeling subject. in Breslau in 1916 and began teaching, but moved to Freiburg- Edith Stein was born October 12, 1891, im-Breiegau when she was asked to serve as interestingly enough upon the feast of Yom Husserl’s private secretary, organizing and editing Kippur, the high Jewish feast of Atonement. his voluminous papers. She stayed at this work In April 1911, she entered the University until 1918. After a difcult time seeking work of Breslau where she studied languages and and being turned down directly because no classic humanities. She became very active in university at that time would hire a woman, she the emerging women’s movement, that was ended up taking a minor teaching position in advocating at this time, full equality for women Speyer Dominican sister’s school. in the work place. During the years 1912-1913, On New Year’s Day, 1922, she converted she studied psychology but was disappointed to Catholicism. For the next ten years, she was by its lack of precision, especially due to its lack very active in academic institutes throughout of rigorous terminology. Ten she read Edward Germany teaching, translating, lecturing, and Husserl’s Logical Investigations and immediately pursuing her own studies. In 1932, with the decided to study philosophy. She writes in her rise of Nazi power, she was forced to resign her autobiography: teaching position. In 1933, at the age of 42, she entered the Carmelite convent in Cologne. Te All my study of psychology has situation became so difcult for Jewish people persuaded me that this science was still that her convent moved her to the Netherlands in 30 Community College Humanities Review 1938 where she lived in a Carmelite community simplicity of oneness, unifed in her person, until 1942.
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