No abstract

The educational enthusiasm for both authenticity and empathy makes a number of assumptions about universal virtues, selfhood, the role of emotion in education, and the role of the teacher. In this article, we argue that authenticity and empathy are both nebulous virtues that teachers and students are called to embody with little reflection on how they are developed, taught, and modeled. Moreover, we propose that authenticity and empathy are engaged in a give-and-take relationship whereby they may not be fully actualized at the same time. By exploring some of the ways that authenticity and empathy make competing demands on the students’ and teacher’s selves, we suggest that they produce uncomfortable tensions, especially when confronted with the challenges of social justice education.

There is no standard definition of empathy, but the concept is assumed to be innately pro-social and teachable regardless of factors such as power dynamics or other manifestations of social injustice within a society. Such assumptions in discursive practices, whether academic, popular, or pedagogical, obscure the emergence of two important questions: What does it mean when we cannot empathize with another? And could it be that we may gain greater insight from the examination of empathy’s limits and failures than the hopes we have for its success? Through an exploration of some of Edith Stein’s and Judith Butler’s work on the subject, I propose that discussions of empathy, particularly in education, must be grounded in social context. Once this is done, assumptions about empathy must be continually troubled if one is to have a cogent conversation—whether as a philosopher, social theorist, educator, or policy maker—about what empathy is (or is not) and what it does (or does not) make possible.