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Chapter 2 - What Does Sympathy or Empathy Have to Do with Ethics?

Published online by Cambridge University Press:  18 December 2020

Douglas J. Simpson
Affiliation:
Texas Christian University
Donal M. Sacken
Affiliation:
Texas Christian University
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Summary

Examining sympathy or empathy as a part of ethics may seem odd, especially if one is accustomed to thinking that ethics is a purely intuitive, rational, procedural, or codified matter. The answer to the question of what sympathy or empathy have to do with ethics can, however, take a number of both beneficial and detrimental directions. Even so, Dewey’s conclusion is that sympathy is such a crucial aspect of ethical inquiry and action that ethical reflection and maturation would be greatly impoverished without it. He holds that sympathy is pertinent to everyone but especially to those who interact regularly with children and youth and with those who are fulfilling normative responsibilities. As we pursue his thought, some details of the ethical difficulties and opportunities at the Academy are used to demonstrate why sympathy can be helpful but deserves “protection from sentimentality” and other distorting influences (LW 7, 270). In addition, it is also obvious that more than sympathy is necessary: inquiry, facts, data, deliberation, and experimentation are important too. Consequently, in districts and schools, there may be grounds to argue that there should be ongoing projects to help synthesize research about empathy and related topics. Suffice it to say, now, there is much to learn by examining psychological as well as philosophical considerations that illuminate empathy and ethics education.

Type
Chapter
Information
Ethical Dilemmas in Schools
Collaborative Inquiry, Decision-Making, and Action
, pp. 26 - 43
Publisher: Cambridge University Press
Print publication year: 2020

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References

Related Readings

Bialystok, L. and Kukar, P.. 2018. “Authenticity and Empathy in Education.” Theory and Research in Education 16 (1): 2339.Google Scholar
Dewey, John, and Tufts, J.. 1932. Ethics. Vol. 7 of John Dewey: The Later Works, 1925–1953, edited by Boydston, Jo Ann, 1512. Carbondale and Edwardsville: Southern Illinois University Press, 1985.Google Scholar
Gerdes, Karen. E. 2011. “Empathy, Sympathy, and Pity: 21st-Century Definitions and Implications for Practice and Research.” Journal of Social Service Research, 37(3): 230–41.Google Scholar
Maxwell, Bruce. 2008. Professional Ethics Education: Studies in Compassionate Empathy. Netherlands: Springer.CrossRefGoogle Scholar
Simpson, Douglas, and Sacken, D. Mike. 2014. “The Sympathetic-and-Empathetic Teacher: A Deweyan Analysis.” Journal of Philosophy & History of Education, 64 (1): 120.Google Scholar
Stueber, K. 2014. “Empathy.” In the Stanford Encyclopedia of Philosophy, edited by E. N. Zalta. Last updated Spring 2014. http://plato.stanford.edu/archives/spr2014/entries/empathy.Google Scholar

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