Empathy - reflections.eduskills.plus

Introduction

Background information and didactical perspective

Philosophy for Children (P4C) is an approach that was developed by Professor Matthew Lipman, who was influenced by educational psychologists and philosophers such as Vygotsky, Piaget and Dewey as well as by the tradition of Socratic dialogue. P4C builds on higher order thinking (critical, creative and caring thinking), inquiring, reasoning, listening and dialogical skills.

Children are encouraged to create their own philosophical questions. The facilitator supports children in their own thinking, reasoning and inquiring, as well as in building on each other’s ideas in a dialogue. In P4C the facilitator fosters student-led discussions on philosophical questions. The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration within the curriculum.

It is well documented that P4C has an impact on children’s cognitive, personal, social and emotional development. P4C encourages children as well as young adults to think for themselves and develop dialogical skills.

Learning outcomes

Competencies

critical thinking, creative thinking, reflective skills, inquiry, dialogical

Topics / National curriculum

Empathy, putting oneself in another’s place, putting oneself in another’s shoes, mirroring the actions and emotions of others, friendship, identity/belonging

	10-14
	12 x 50-60 min.
	board/flip chart; copies of exercises; paper; signs;
	This module gives teachers and pupils tools for reflection on empathy.
	Social Studies/Civic Education Philosophy Social Learning Psychology Dialogue Diversity Cosmopolitan issues Ethics/values education

Lesson plan

Abbreviations:

A = Activity
D = Discussion
GW = Group work
IW = Individual work

HW = Homework
PW = Partnerwork
PTS = Previous Teacher’s Study

PO = Pupils opinions
PP = Pupil’s presentations
TP = Teacher’s presentation

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Lesson No 1: Putting oneself in another’s place

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M1 (Leading Idea: “Empathy”) to have a guide to stimulate reflection in the students during the discussion raised by the exercise. Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the exercise M2 to each pupil and introduces the subject asking students to think about the questions contained in M2. While the pupils are engaged in the work phase, the teacher writes the questions contained in M2 on the flip chart in order to stimulate the following discussion.	M1 Leading Idea: “Empathy” M2 Exercise: “Putting oneself in another’s place”
Work phase (10 min.) PO	The students think individually about the questions.
Discussion (40 min.) D	The teacher stimulates the discussion among students about the questions contained in M2. The questions should create philosophical dialogue and the teacher should always ask for the reasoning behind students’ answer to facilitate critical thinking about the empathy.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M1 (Leading Idea: “Empathy”) to have a guide to stimulate reflection in the students during the discussion raised by the exercise.

Preparation

Prepare a circle of chairs
Prepare a flip chart
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the exercise M2 to each pupil and introduces the subject asking students to think about the questions contained in M2. While the pupils are engaged in the work phase, the teacher writes the questions contained in M2 on the flip chart in order to stimulate the following discussion.

M1: Leading Idea: “Empathy”

M2: Exercise: “Putting oneself in another’s place”

Work phase
(10 min.)

The students think individually about the questions.

Discussion
(40 min.)

The teacher stimulates the discussion among students about the questions contained in M2. The questions should create philosophical dialogue and the teacher should always ask for the reasoning behind students’ answer to facilitate critical thinking about the empathy.

Lesson No 2: Putting oneself in another’s shoes empathy

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The Teacher studies previously M1 (Leading Idea: “Empathy”) and prepares cards on the base of the instructions contained in M3. Preparation Prepare a circle of chairs Prepare cards Execution The teacher gives a single card for each pupil and asks students to imagine how another person felt on the base of M3.	M1 Leading Idea: “Empathy” M3 Exercise “Putting oneself in another´s shoes - empathy”
Work phase (15 min.) PO	Students work individually writing their own answers.
Discussion (35 min.) D	After pupils have shared their answers, the teacher invites them to compare the different ideas and imaginations.

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

The Teacher studies previously M1 (Leading Idea: “Empathy”) and prepares cards on the base of the instructions contained in M3.

Preparation

Prepare a circle of chairs
Prepare cards

Execution

The teacher gives a single card for each pupil and asks students to imagine how another person felt on the base of M3.

M1: Leading Idea: “Empathy”

M3: Exercise “Putting oneself in another´s shoes - empathy”

Work phase
(15 min.)

Students work individually writing their own answers.

Discussion
(35 min.)

After pupils have shared their answers, the teacher invites them to compare the different ideas and imaginations.

Lesson No 3: Empathy

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M1 (Leading Idea: “Empathy”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher divides the students into small groups. Then, the teacher hands out a copy of the exercise M4 and asks students to answer the questions contained in the exercise M4.	M1 Leading Idea: “Empathy” M4 Exercise “Empathy”
Work phase (20 min.) PO	Each group discuss their opinions and writes their findings on a sheet.
Discussion (30 min.) D	The groups share each other their findings. After pupils have shared their answers, the teacher invites them to compare the different ideas and imaginations.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M1 (Leading Idea: “Empathy”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher divides the students into small groups. Then, the teacher hands out a copy of the exercise M4 and asks students to answer the questions contained in the exercise M4.

M1: Leading Idea: “Empathy”

M4: Exercise “Empathy”

Work phase
(20 min.)

Each group discuss their opinions and writes their findings on a sheet.

Discussion
(30 min.)

The groups share each other their findings. After pupils have shared their answers, the teacher invites them to compare the different ideas and imaginations.

Lesson No 4: Mirroring the actions and emotions of others

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M1 (Leading Idea: “Empathy”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the exercise M5 to each pupil asking them to read the introduction of the exercise.	M1 Leading Idea: “Empathy” M5 Activity: “Mirroring the actions and emotions of others”
Work phase (15 min.) A	Students work in pairs to experience the roles of the leader and the mirror according to the instructions contained in M5.
Discussion (30 min.) D	The teacher invites students to share with classmates their own thoughts and emotions in simulating the roles of leader and mirror.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M1 (Leading Idea: “Empathy”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the exercise M5 to each pupil asking them to read the introduction of the exercise.

M1: Leading Idea: “Empathy”

M5: Activity: “Mirroring the actions and emotions of others”

Work phase
(15 min.)

Students work in pairs to experience the roles of the leader and the mirror according to the instructions contained in M5.

Discussion
(30 min.)

The teacher invites students to share with classmates their own thoughts and emotions in simulating the roles of leader and mirror.

Lesson No 5: Talking

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M6 (the Leading Idea: “Talking”). Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution The teacher divides the class in small groups and hands out a copy of the exercise Talking (M7) to each group asking them to read the questions contained in the exercise.	M6 Leading Idea: “Talking” M7 Exercise: “Talking”
Work phase (15 min.) GW	Every group works in order to explain their answers and giving good reasons for their opinions.
Discussion (30 min.) D	The teacher invites the groups to share each other their findings. Then, the teacher writes on the flipchart key words that emerged from the pupil’s reflections to facilitate the discussion.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M6 (the Leading Idea: “Talking”).

Preparation

Prepare a circle of chairs
Prepare a flip chart
Hand out a copy of each exercise to each student

Execution

The teacher divides the class in small groups and hands out a copy of the exercise Talking (M7) to each group asking them to read the questions contained in the exercise.

M6: Leading Idea: “Talking”

M7: Exercise: “Talking”

Work phase
(15 min.)

Every group works in order to explain their answers and giving good reasons for their opinions.

Discussion
(30 min.)

The teacher invites the groups to share each other their findings. Then, the teacher writes on the flipchart key words that emerged from the pupil’s reflections to facilitate the discussion.

Lesson No 6: What does it mean to be a person?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M8 (the Leading Idea: “What does it mean to be a person?”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher divides the class in small groups and hands out a copy of the exercise “What is a person?” (M9) to each group asking them to read the introduction of the exercise.	M8 Leading idea: “What does it mean to be a person?” M9 Exercise: “What is a person?”
Work phase (15 min.) GW	Every group works in order to explain their answers and giving good reasons for their opinions.
Discussion (30 min.) D	The teacher invites the groups to share each other their findings. Then, the teacher writes on the flipchart key words that emerged from the pupil’s reflections to facilitate the discussion.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M8 (the Leading Idea: “What does it mean to be a person?”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher divides the class in small groups and hands out a copy of the exercise “What is a person?” (M9) to each group asking them to read the introduction of the exercise.

M8: Leading idea: “What does it mean to be a person?”

M9: Exercise: “What is a person?”

Work phase
(15 min.)

Every group works in order to explain their answers and giving good reasons for their opinions.

Discussion
(30 min.)

The teacher invites the groups to share each other their findings. Then, the teacher writes on the flipchart key words that emerged from the pupil’s reflections to facilitate the discussion.

Lesson No 7: Treating a person like a person

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously M8 (the Leading Idea: “What does it mean to be a person?”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the exercise “Treating a person like a person” (M10) to the pupils asking them to read the introduction of the exercise.	M8 Leading idea: “What does it mean to be a person?” M10 Exercise: “Treating a person like a person”
Work phase (15 min.) GW	Students work individually giving a reason for their answers.
Discussion (30 min.) D	The teacher stimulates a discussion among pupils about the findings of their reflection. S/he invites the students to discuss with classmates the issues they think are more relevant. It should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about treating a person like a person.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously M8 (the Leading Idea: “What does it mean to be a person?”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the exercise “Treating a person like a person” (M10) to the pupils asking them to read the introduction of the exercise.

M8: Leading idea: “What does it mean to be a person?”

M10: Exercise: “Treating a person like a person”

Work phase
(15 min.)

Students work individually giving a reason for their answers.

Discussion
(30 min.)

The teacher stimulates a discussion among pupils about the findings of their reflection. S/he invites the students to discuss with classmates the issues they think are more relevant. It should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about treating a person like a person.

Lesson No 8: Friendship

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies previously M11 (the Leading Idea: “Friendship/Comradeship”). Preparation Prepare a circle of chairs Prepare a flip chart Execution The teacher writes on the flip chart the questions contained in M12.	M11 Leading Idea: “Friendship/Comradeship” M12 Exercise: “Friends”
Work phase (10 min.) PO	The teacher read the questions contained in the exercise and asks students to reflect on them.
Discussion (30 min.) D	The teacher stimulates the discussion among students about the questions contained in M12. The questions should create philosophical dialogue and the teacher should always ask for the reasoning behind students’ answer to facilitate critical thinking.
Homework HW	The students are asked to look for the possible meanings of friendship by talking with their parents and relatives.

Lesson No 9: What is friendship?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M11 (the Leading Idea: “Friendship/Comradeship”). Then the teacher studies the instructions of the activity M11. The teacher prepares signs. A sign is placed in each corner of the room. Each bears a different word on the base of the instructions contained in activity M11. Preparation Prepare a circle of chairs Prepare signs Execution The teacher read the instructions contained in the activity M13 to students.	M11 Leading Idea: “Friendship/Comradeship” M13 Exercise “What is friendship?”
Work phase (30 min.) A	Each pupil places themselves under the sign they consider most appropriate.
Discussion (20 min.) D	The teacher invites pupils to share in groups their own opinion about what means friendship.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M11 (the Leading Idea: “Friendship/Comradeship”). Then the teacher studies the instructions of the activity M11. The teacher prepares signs. A sign is placed in each corner of the room. Each bears a different word on the base of the instructions contained in activity M11.

Preparation

Prepare a circle of chairs
Prepare signs

Execution

The teacher read the instructions contained in the activity M13 to students.

M11: Leading Idea: “Friendship/Comradeship”

M13: Exercise “What is friendship?”

Work phase
(30 min.)

Each pupil places themselves under the sign they consider most appropriate.

Discussion
(20 min.)

The teacher invites pupils to share in groups their own opinion about what means friendship.

Lesson No 10: Analogies on friendship

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies previously M11 (the Leading Idea: “Friendship/Comradeship”). The teacher divides the pupils into small groups. Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of M14 to each group asking them to read the instructions contained in the exercise.	M11 Leading Idea: “Friendship/Comradeship” M14 Exercise: “Analogies on friendship”
Work phase (20 min.) GW	The students work into groups to decide which are good and which are bad analogies contained in the M14. Then the small groups are asked to build their own analogies.
Discussion (20 min.) D	The small groups share and discuss about their own analogies.
Homework HW	The students are asked to look for the possible meanings of friendship by talking with their parents and relatives.

Lesson No 11: Putting oneself in the place of the Other and working on empathy

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies previously M15 (the Leading Idea: “Putting yourself in the other’s place and empathy”). The teacher studies the instructions contained in M16. Preparation Prepare a circle of chairs Prepare empty cards Execution The teacher divides students in groups of 2 (couples), one in front of the other and explains the instructions contained in M16 to start the activity.	M15 Leading Idea “Putting yourself in the other’s place and empathy” M16 Exercise “Putting oneself in the place of the Other and working on empathy”
Work phase (10 min.) PW	The students work in pairs. One of the two will act like a mirror, doing what the other is doing without touching. They have to look at each other at all times and maintain eye contact. The one who guides can move from one place to another in the room. After two minutes we change, and the one who guides will now be the mirror.
Work phase (10 min.) D	When they finish, they all talk about what we imagine the other person was feeling while he or she was acting as the mirror.
Work phase (10 min.) A	Each person will write a situation they have experienced or seen on a card (empty cards are given by the teacher). The teacher shuffles the cards and begins reading them one by one.
Work phase (15 min.) A	After each card, the group tries to describe what the person involved in the situation is thinking or feeling, explaining their reasoning. The group think about whether they have experienced something similar.
Homework HW	The students are asked to look for the possible meanings of what means putting yourself in the other’s place by talking with their parents and relatives.

Lesson No 12: Prejudice - getting to know the Other

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies previously M17 (the Leading Idea: “Prejudice - getting to know the Other”). Preparation Prepare a circle of chairs Prepare a flip chart Execution The teacher writes the questions contained in the activity M18 on the board and invites students to raise their hands to take the word in turn.	M17 Leading Idea: “Prejudice - getting to know the Other” M18 Exercise “Generalizations that lead us to prejudice. Are they useful?”
Discussion (20 min.) D	The students share and discuss about their own answers trying to identify similarities and differences in their opinions.
Work phase (20 min.) A	The teacher divides students in small groups to work together to create a slogan to promote the empathy and deconstruct the prejudices.
Homework HW	The teacher invites small groups to meet at home and create a billboard with the slogans created during the activity.