Empathy and social-emotional learning: Pitfalls and touchstones for school-based programs

Abstract

This chapter identifies three common pitfalls in the use of the concept of empathy in formal social-emotional learning interventions: (1) not distinguishing between affective and cognitive empathy ("equivocation"); (2) overestimating the role of the imagination in empathizing ("Piaget's fallacy"); and (3) not accommodating the developmental and psychological independence of affective and cognitive empathizing ("the fallacy of the Golden Rule"). Using case studies of existing programs, the chapter offers guidance on how to avoid these errors in program design.

Aggression and prosocial behaviors in social conflicts mediating the influence of cold social intelligence and affective empathy on children's social preference

“…Our results suggest that, among boys, it would be useful to distinguish between affective and cognitive empathy in formal social‐emotional learning interventions in order to improve their effectiveness. Recently, Maxwell and DesRoches () also pointed out that a lack of distinction between these two components of empathy is one of the common pitfalls in programs designed to promote social‐emotional development.…”

Moral Education and Development

“…As we have argued elsewhere, the significance of the fallacy of the Golden Rule in moral education is twofold (Maxwell & DesRoches, 2010). First, it confuses the intentions of empathy education.…”

“…The fallacy of the Golden Rule -i.e., the assumption that cognitive empathy leads to solidaristic caring, sympathy and pro-social helping (Maxwell, 2008) -is also a common feature of the discourse on empathy in practical and professional ethics education (Maxwell, 2008) and in the conceptualization of some school-based social and emotional learning and violence programmes (Maxwell, & DesRoches 2010). The fallacy of the Golden Rule -i.e., the assumption that cognitive empathy leads to solidaristic caring, sympathy and pro-social helping (Maxwell, 2008) -is also a common feature of the discourse on empathy in practical and professional ethics education (Maxwell, 2008) and in the conceptualization of some school-based social and emotional learning and violence programmes (Maxwell, & DesRoches 2010).…”

“…Maxwell & DesRoches, 2010). That is to say, a simple dictionary definition will almost always be inadequate for the purposes of communicating clearly what one means by 'empathy'.…”

Good and evil at school: Bullying and moral evaluation in early adolescence

“…The most relevant findings are the high levels of evaluation of the hypothetical bullies in terms of Evil soul in victims and defenders compared to bullies or uninvolved. Promising educational instruments that may cultivate moral sensitivity and concern for others in all adolescents include roleplaying scenarios (Perren et al, 2012), or adult lead induction of empathy using stories or personal encounters (Maxwell & DesRoches, 2010).…”