Speaker: Nicoletta, Chieregato
Affiliation: University of Bologna, Department of Education Sciences
Title: Democracy, empathy, literature: encountering, discovering, listening to the other in formal educational contexts
Abstract (long version below): It is claimed that democracy requires empathy, and that empathy is fostered by literary reading. Starting from a critical analysis of these statements, the present study aims to understand if and how literary education can become an āempathy laboratoryā and hence support democracy. A qualitative study carried out in schools explores how empathy occurs in reading experiences of 12-14 year-old students, and which factors facilitate or hinder such responses. Preliminary results reveal that empathy is a complex and dynamic process, requiring time, open discussions, teachersā support, and sustained by specific texts features. Possible implications for designing literary education are proposed.
Long abstract
In recent years, political guidelines at international level have shown an increasing attention to global and democratic citizenship (Unesco, 2015; Council of Europe, 2018) and competences considered key for a democratic culture have been identified: among these, empathy.Within the wide spectrum of empathy definitions, the one closest to the democratic need to ensure legitimate collective deliberative processes ā including the listening and legitimation of different and adverse points of view (Morrell, 2010) ā is the phenomenological one (Boella, 2006, 2018; Stein, 2014; Zahavi, 2011, 2014). Phenomenology envisions empathy as the process of attunement with the other, to gain a better understanding of the interpretative emotional and cognitive categories informing his/her thoughts and behaviors, while keeping āthe right distanceā.
By creating opportunities for encountering, discovering and listening to the other, education is envisioned as an opportunity to enhance the empathic process (Council of Europe, 2018), possibly having literature as a powerful ally. In fact, literature is assumed to foster empathy and to represent a āform of cognitive-emotional apprenticeshipā (Contini, 2011). Within the theoretical framework of a transactional approach to reading (Rosenblatt, 1978), literary narrative indeed offers the opportunity to de-familiarize perceptive, cognitive and emotional processes (Shklovsky, 1965), to āfeel the otherā (Boella, 2006) by ā at least temporarily ā taking his perspective (Cohen, 2001; Cohen & Klimmt, 2021), and to prompt readerās reflection.
The purpose of the present paper is to share preliminary results of an empirical study carried out to explore how the relationship between empathy and literary reading might be exploited in schools.
The study aims to understand how young people between 12 and 14 years ā at an important stage of their identity and psychosocial development process (Crone, 2016; Erikson, 1997) ā experience literary narrative texts and interact with characters in their school contexts. Through documentation analysis, direct observation of reading classes (6 classes, 6 teachers, diversified by method and approach) and semi-structured interviews with teachers and with a sample of students (N=12), the research also investigates which elements appear to be significant so that the reading experience shapes (or doesnāt shape) up as an āempathy laboratoryā.
In a preliminary study (7 classes, 137 students) carried out to fine-tune the observation grid and the structure of the interviews, verbal data were collected through questionnaires and short written texts. Based on their thematic analysis, empathy seems to emerge as complex and dynamic process, characterized by the interaction of three constituents:
-
Acquiring awareness of oneās own perspective (āI was surprised by the different way of living [ā¦] and I thought how Iād have behaved in such a situation: it helped me better understand othersā points of view, but - above all - mineā),
-
Entering the otherās experience and suspending judgment (āI identified with M. and I could feel his emotions [ā¦] If you look at the story from the outside, you might criticize his behavior, but if you step into his shoes, then his choices make senseā),
-
Personal reflection (āof course, I donāt justify all behaviors, but [ā¦] I reflected on his way of thinking and mine, coming to a kind of conclusion ... also on different topics ... a new spark for my lifeā)
The recurrence of terms such as āat the beginning, [ā¦] then, when I startedā¦ā, ābefore, [ā¦] afterā, ānot immediately, [ā¦] but going on with the storyā also suggests empathy is indeed a process that might require time. In addition to time, other supporting factors emerging from the youngstersā words are: a) the presence of not-stereotypical and unpredictable characters (āa character who plays the though, then suddenly feels lonely, sad; thatās surprisingā); b) the engaging and introspective language (āthe story is compelling and itās told in a way that made it easy to experience it āfrom withināā); c) the ability to imagine oneself as part of the story, thanks to a sensory approach to the text (ālike a movie in my headā); d) reading aloud in class; e) writing tasks; f) group discussions; g) teachersā counseling.
Possible obstacles could be instead:
-
Reading approaches focusing on discovering the ācorrect messageā presumed to reside in the text, rather than on readerās individual response to the story;
-
Reading experiences designed to steer the reader towards directions that are defined correct a priori (normative moral education), instead of actually promoting a personal and responsible growth.
Preliminary evidences will be further investigated during the main study.
The study results appear promising and could effectively support the design of reading classes ā aiming to train the empathic, hence the democratic, process ā at school. Also, it is crucial to strive to ensure that reading experiences are real opportunities for all type of readers, not only for the āexpert onesā.