Academic literature on the topic 'Empathic Disposition'
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Journal articles on the topic "Empathic Disposition"
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Wise, Pamela Sharratt, and Stanley H. Cramer. "Correlates of Empathy and Cognitive Style in Early Adolescence." Psychological Reports 63, no. 1 (August 1988): 179–92. http://dx.doi.org/10.2466/pr0.1988.63.1.179.
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This research examined the correlations among cognitive style, empathic traits, and other variables such as age, sex, grade, school ability, birth order, and school-related achievement, identified from previous empathy and cognitive-style research. Subjects were 840 seventh and eighth grade students. The Hogan Empathy Scale measured empathic disposition globally, while the Interpersonal Reactivity Index measured dimensional traits of empathic concern, personal distress, perspective taking, and fantasy. Cognitive style was assessed on the Group Embedded Figures Test. No significant correlation appeared between empathy and cognitive style as measured by this instrument. Two empathy factors were identified, a general empathic factor and a withdrawn personal distress factor. Correlations with the other variables are presented and discussed.
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Rao, Bramhani, and Sambashiva Rao Kunja. "Relationship between leader’s empathic disposition and authorization of idiosyncratic deals." Journal of Indian Business Research 11, no. 4 (November 18, 2018): 370–87. http://dx.doi.org/10.1108/jibr-09-2018-0253.
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Purpose The purpose of this paper is to investigate the relationship between two sub-dimensions of a leader’s empathy (perspective-taking and empathic-concern) and successful authorization of idiosyncratic deals (developmental, location flexibility and schedule flexibility i-deals). Design/methodology/approach Structural equation modeling was conducted on the cross-sectional data collected from 307 managers working in software development and support companies located in major cities in India. Findings While empathic-concern is positively related to successful authorization of both developmental and flexibility i-deals, perspective-taking related positively to authorization of developmental i-deals and showed no significant relationship with flexibility i-deals. Research limitations/implications The study reiterates the importance of empathy in modern workplaces and encourages managers to be conscious of their intelligence, as well as emotions, while participating in negotiations at the workplace. Originality/value The paper relates i-deals to sub-dimensions of empathy which is a previously unexplored antecedent to i-deals.
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Woody, Robert H., Danni Gilbert, and Lynda A. Laird. "Music Teacher Dispositions: Self-Appraisals and Values of University Music Students." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 111–25. http://dx.doi.org/10.1177/0022429418757220.
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For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.
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Antinienė, Dalia, and Rosita Lekavičienė. "EMPATHY AND ITS FACTORS: EMPIRICAL STUDY." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 8–15. http://dx.doi.org/10.33607/bjshs.v4i99.97.
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Background. The level of personality’s empathy largely determines altruistic behaviour and the quality of interpersonal relationships rendering the relevance of research indubitable. In psychology, empathy is classified into emotional/affective, cognitive and predictive. This study analyses affective empathy and aims to find out which personality traits related to self-perception, effectiveness in interpersonal relationships and sociodemographics are linked to empathy. Methods. Research participants were schoolchildren, students, unemployed and employed individuals, inmates of imprisonment institutions and other young people. The target group was youth from 17 to 27 years of age, M =19.7, N =1400. An original measurement technique the psychometric quality indicators of which were sufficient (Cronbach’s alpha reached .81) was used to research empathy. Results. The means of Spearman’s correlation coefficients revealed that empathy was related to self-irony (r = .19, p ≤ .001), externality (r = .14; p ≤ .05), positive self-evaluation (r = .47; p ≤ .001), leadership disposition (r = .17; p ≤ .05), etc. Mann-Whitney and Kruskal-Wallis tests revealed that women (Mean Rank = 274.88) were more empathic than men (Mean rank = 139.78; p ≤ .001), young people with higher education (Mean Rank = 234.62) were more empathic than those with no or some education (Mean Rank = 161.06; p ≤ .001), etc. Conclusion. Research revealed that empathy was related to personal-psychological traits: self-irony, externality, positive self-evaluation, leadership disposition, general state of health, etc. The research highlighted the differences of empathy in different genders and revealed that women were more empathic than men. The research participants with high educational achievements exhibited the highest level of empathy.
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À Koko Richard, Mfiarak, Mawang Adama Adèle, Kammoe Youdom Fernand Felix, Makoudoum Talla Lucie, and Djouhoua Talla Justine Malthide. "GUIDANCE COUNSELORS’ PROFESSIONALISM AND STUDENTS’ CONSULTATION INTENTION IN SECONDARY SCHOOL: A SERIAL MEDIATION OF INTERPERSONAL SKILLS AND EMPATHETIC DISPOSITION." Education. Innovation. Diversity. 1, no. 4 (June 21, 2022): 20–29. http://dx.doi.org/10.17770/eid2022.1.6895.
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This study deals with the professionalism and students’ consultation intention of guidance counselors. The purpose of this study was to determine the influence of the quality of interventions on the students' intention to consult guidance counselors, via interpersonal skills and empathetic disposition. The data presented in this study were collected by means of a questionnaire from 388 students from three high schools in the city of Yaoundé, Cameroon. The mediation analysis carried out support the indirect effect of the quality of the guidance counselor's interventions on the students' consultation intention, through the successive mediators of relational qualities and empathic disposition.
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Mestre, María Vicenta, Paula Samper, María Dolores Frías, and Ana María Tur. "Are Women More Empathetic than Men? A Longitudinal Study in Adolescence." Spanish journal of psychology 12, no. 1 (May 2009): 76–83. http://dx.doi.org/10.1017/s1138741600001499.
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Since the 1970s there has been a growing interest in analysing sex differences in psychological variables. Empirical studies and meta-analyses have contributed evidence on the differences between male and female individuals. More recently, the gender similarities hypothesis has supported the similarity of men and women in most psychological variables. This study contributes information on women's greater empathic disposition in comparison with men by means of a longitudinal design in an adolescent population. 505 male and female adolescents aged between 13 and 16 years were evaluated at two different moments (grade 2 and grade 3, lower secondary education). They completed the Index of Empathy for Children and Adolescents by Bryant and the Interpersonal Reactivity Index by Davis. The results confirm a greater empathic response in females than in males of the same age, differences growing with age. The sizes of the effect estimated in the second evaluation (average age 14 years) are large for emotional empathy and medium for cognitive empathy.
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Tei, Shisei, Jukka-Pekka Kauppi, Kathryn F. Jankowski, Junya Fujino, Ricardo P. Monti, Jussi Tohka, Nobuhito Abe, Toshiya Murai, Hidehiko Takahashi, and Riitta Hari. "Brain and behavioral alterations in subjects with social anxiety dominated by empathic embarrassment." Proceedings of the National Academy of Sciences 117, no. 8 (February 10, 2020): 4385–91. http://dx.doi.org/10.1073/pnas.1918081117.
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Social-anxiety disorder involves a fear of embarrassing oneself in the presence of others. Taijin-kyofusho (TKS), a subtype common in East Asia, additionally includes a fear of embarrassing others. TKS individuals are hypersensitive to others’ feelings and worry that their physical or behavioral defects humiliate others. To explore the underlying neurocognitive mechanisms, we compared TKS ratings with questionnaire-based empathic disposition, cognitive flexibility (set-shifting), and empathy-associated brain activity in 23 Japanese adults. During 3-tesla functional MRI, subjects watched video clips of badly singing people who expressed either authentic embarrassment (EMBAR) or hubristic pride (PRIDE). We expected the EMBAR singers to embarrass the viewers via emotion-sharing involving affective empathy (affEMP), and the PRIDE singers to embarrass via perspective-taking involving cognitive empathy (cogEMP). During affEMP (EMBAR > PRIDE), TKS scores correlated positively with dispositional affEMP (personal-distress dimension) and with amygdala activity. During cogEMP (EMBAR < PRIDE), TKS scores correlated negatively with cognitive flexibility and with activity of the posterior superior temporal sulcus/temporoparietal junction (pSTS/TPJ). Intersubject correlation analysis implied stronger involvement of the anterior insula, inferior frontal gyrus, and premotor cortex during affEMP than cogEMP and stronger involvement of the medial prefrontal cortex, posterior cingulate cortex, and pSTS/TPJ during cogEMP than affEMP. During cogEMP, the whole-brain functional connectivity was weaker the higher the TKS scores. The observed imbalance between affEMP and cogEMP, and the disruption of functional brain connectivity, likely deteriorate cognitive processing during embarrassing situations in persons who suffer from other-oriented social anxiety dominated by empathic embarrassment.
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Dučić, Bojan, Svetlana Kaljača, and Irena Stojković. "Relationship between the Broader Autism Phenotype and empathy among students." Primenjena psihologija 15, no. 3 (November 17, 2022): 383–407. http://dx.doi.org/10.19090/pp.v15i3.2381.
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Previous research has shown that persons with a higher level of the broad autism phenotype (BAP) experience deficits in empathy. The aim of the present study is to investigate a multivariate relationship between the BAP and different aspects of empathy. In a sample of 293 university students, we explored the relationship between the BAP and the following aspects of empathy: fantasy, empathic concern, perspective taking, and personal distress. The BAP level was measured using The Broad Autism Phenotype Questionnaire (BAPQ), and the Interpersonal Reactivity Index was used for multidimensional assessment of empathy disposition. Canonical correlation analysis yielded two functions (Function 1 ̶ Rc2 = 17.31%, Function 2 ̶ Rc2 = 10.82%). In Function 1, IRI subscales Personal Distress (PD) (rs = .92) and Perspective Taking (PT) (rs = -.39) are associated significantly with all three domains of the BAP. The strongest correlation PD and PT show with Rigid and Pragmatic Language domains of the BAP, while they demonstrate a weaker relationship with the Aloofness domain. In Function 2, IRI subscales Empathic Concern (EC) (rs = -.98), Fantasy (FS) (rs = -.46), PT (rs = -.43) and PD (rs = -.31) are related to the Aloofness domain of the BAP. The results imply that the relationship between BAP and empathy differs for different aspects of these two constructs. The more detailed understanding of the relationship between BAP and empathy obtained through the multivariate approach provides a basis from which to create programs for the more efficient promotion of empathy skills.
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Lin, Hung-Chu, Yang Yang, Robert McFatter, Raymond W. Biggar, and Rick Perkins. "Inmates’ empathy in relation to perceived parenting and attachment working models." Journal of Criminal Psychology 7, no. 4 (November 6, 2017): 302–18. http://dx.doi.org/10.1108/jcp-09-2016-0024.
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Purpose The purpose of this paper is to examine criminal offenders’ dispositional empathy and relate it to perceived parenting characteristics of primary caregivers (measured as care and overprotection) and inmates’ internal working models of the self and others (measured as attachment anxiety and avoidance, respectively). Design/methodology/approach Compared to a group of 110 college students, the group of 102 inmates indicated lower levels of cognitive and emotional empathy (measured as perspective taking (PT) and empathic concern (EC), respectively). Among inmates, perceived parental care was related to PT; parental overprotection was related to EC. Findings The inmates’ data fit a model suggesting a mediational role of attachment anxiety in the relation between perceived parental overprotection and EC. Also, inmates’ attachment avoidance moderated the relation between attachment anxiety and EC, so that the relation only occurred when attachment avoidance was not high. The findings suggested potential protective roles of early parental bonding and positive views of social others in enhancing empathy for justice-involved populations. Originality/value The findings shed light on how inmates’ perception of parenting related to both aspects of empathy and how cognitive representations of the self and others potentially underlie the association between perceived parenting and their disposition for EC. To cultivate dispositional empathy as a means of preventing delinquency, it is important to advocate not only parenting characterized as caring and warm, but also cognitive interventions on framing positive working models of social others, particularly for those who perceive their primary caregivers as overprotective and are highly avoidant to social closeness.
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Ng, Stella L., Doreen J. Bartlett, and S. Deborah Lucy. "Exploring the Utility of Measures of Critical Thinking Dispositions and Professional Behavior Development in an Audiology Education Program." Journal of the American Academy of Audiology 24, no. 05 (May 2013): 354–64. http://dx.doi.org/10.3766/jaaa.24.5.3.
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Background: Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. Purpose: We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log—Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. Research Design: This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Study Sample: Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. Data Collection and Analysis: The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. Results: For the CCTDI, there was a general downward trend from time point 1 to time point 2 and a general upward trend from time point 2 to time point 3. Students demonstrated upward trends from the initial to final time point for their self-assessed development of professional behaviors as indicated on the CPBDL-A. Conclusions: The CCTDI and CPBDL-A can be used by audiology education programs as mechanisms for inspiring, fostering, and monitoring the development of critical thinking dispositions and key professional behaviors in students. Feedback and mentoring about dispositions and behaviors in conjunction with completion of these measures is recommended for inspiring and fostering these key professional attributes.
Dissertations / Theses on the topic "Empathic Disposition"
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Hütter, Franz [Verfasser], and Winfried [Akademischer Betreuer] Siffert. "Genetic Determinants of Empathy. : Research perspectives derived from a comprehensive research review and from the analysis of a study associating dispositional emotional empathy with a common oxytocin receptor polymorphism / Franz Hütter ; Betreuer: Winfried Siffert." Duisburg, 2018. http://d-nb.info/1162056770/34.
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Modica, Christopher A. "Angry rumination, empathy and dispositional forgiveness : the moderating role of gender role orientation." 2012. http://liblink.bsu.edu/uhtbin/catkey/1666093.
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Research (Miller, Worthington, & McDaniel, 2008) has shown that women have higher levels of dispositional forgiveness than men. Studies (Exline & Zell, 2009; Toussaint & Webb, 2005) have also discovered that empathy predicts dispositional forgiveness differently in men compared to women. It is unclear why these sex differences exist. Therefore, four models were constructed, analyzed, and compared using structural equation modeling in order to determine whether gender role orientation moderates the relationship between empathy and dispositional forgiveness. Self-report data were collected from 502 undergraduate university students at a mid-sized, Midwestern, public university in the United States. The models examined did not fit the data well; possibly caused by the interaction between empathy and femininity within each model. However, significant findings emerged. Results showed that angry rumination negatively predicted dispositional forgiveness. Concerning gender role orientations, results showed that femininity positively predicted dispositional forgiveness, while masculinity did not significantly predict dispositional forgiveness. Contrary to expectations, empathy negatively predicted dispositional forgiveness. However, additional analyses clarified that empathy actually positively predicted dispositional forgiveness; a finding that was likely distorted by multicollinearity in the main models examined. Results revealed that femininity significantly moderated the empathy-dispositional forgiveness relationship. In this study, masculinity did not significantly moderate the relationship between empathy and dispositional forgiveness. This work concludes with a discussion of results in the context of McCullough’s theory of forgiveness (McCullough et al., 1998) and Gilligan’s (1994) theory of moral reasoning. Additionally, issues affecting the measurement of constructs and implications for research and practice are discussed.Access to thesis permanently restricted to Ball State community only.
Department of Counseling Psychology and Guidance Services
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"Predicting Empathy-Related Responding and Prosocial Behavior from Dispositional Sadness and Effortful Control." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.14572.
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abstract: The purpose of this study was to examine whether dispositional sadness predicted children's prosocial behavior, and whether empathy-related responding (i.e., sympathy, personal distress) mediated this relation. It was hypothesized that children who were dispositionally sad, but well-regulated (i.e., moderate to high in effortful control), would experience sympathy versus personal distress, and thus would engage in more prosocial behaviors than children who were not well-regulated. Constructs were measured across three time points, when children were 18-, 30-, and 42-months old. In addition, early effortful control (at 18 months) was investigated as a potential moderator of the relation between dispositional sadness and empathy-related responding. Separate path models were computed for sadness predicting prosocial behavior with (1) sympathy and (2) personal distress as the mediator. In path analysis, sadness was found to be a positive predictor of sympathy across time. There was not a significant mediated effect of sympathy on the relation between sadness and prosocial behavior (both reported and observed). In path models with personal distress, sadness was not a significant predictor of personal distress, and personal distress was not a significant predictor of prosocial behavior (therefore, mediation analyses were not pursued). The moderated effect of effortful control was significant for the relation between 18-month sadness and 30-month sympathy; contrary to expectation, sadness was a significant, positive predictor of sympathy only for children who had average and low levels of effortful control (children high in effortful control were high in sympathy regardless of level of sadness). There was no significant moderated effect of effortful control on the path from sadness to personal distress. Findings are discussed in terms of the role of sadness in empathy-related responding and prosocial behavior as well as the dual role of effortful control and sadness in predicting empathy-related responding.Dissertation/Thesis
M.A. Psychology 2012
Books on the topic "Empathic Disposition"
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Spinrad, Tracy L., and Nancy Eisenberg. Compassion in Children. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.5.
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Developmental psychologists have been increasingly interested in studying children’s “prosocial behavior,” defined as voluntary acts to benefit another. We begin this chapter by differentiating between empathy, sympathy, and personal distress reactions, arguing that compassion overlaps considerably with the construct of sympathy. Next, we focus on the normative development of children’s prosocial behavior and children’s empathy-related responses. Our empirical work also is reviewed, highlighting the differential associations of empathy, sympathy, and personal distress with children’s prosocial behavior. In addition, we discuss our work examining both dispositional and socialization factors that predict individual differences in children’s concern for others. We conclude by urging researchers to consider nuances in compassionate behaviors, such as studying the recipients of prosocial actions and different types of prosocial behaviors.
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Cox, Damian, and Michael Levine. Music and Ethics. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935321.013.145.
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This essay examines the relationship between music and ethics. Can music have a positive or negative role in our disposition toward, or performance of, right and wrong acts, duties, and virtues? Can it make a difference to us morally? Can musical experience make us better or worse off from a moral point of view? It is argued that although there is no necessary connection between listening to or appreciating music and one’s moral character, the contingent connections are many and various. Kivy’s critique of the character-building force of absolute music is examined and rejected. If music possesses epistemic and behavioral moral force, then it possesses—for some people, some of the time—the power to build moral character. If music enlarges our capacities of emotional empathy (not for everyone, or all music, and not on all occasions), then it has a role to play in building moral character.
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Dadlez, E. M. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190689414.003.0001.
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The introduction has three informal parts. First, it addresses arguments in defense of the claim that literary works can yield philosophical insights. Novels may, some maintain, function as informal thought experiments, such as intuition pumps and variant case arguments. It reflects as well on claims that fictional narratives may be thought to foster interpretive, discriminative, and empathetic dispositions and capacities. Second, it offers descriptions of the eight chapters of the volume, focusing in particular on the contributions made by each to philosophical discourse. Third, it addresses a widespread (and erroneous) stance discounting Austen as a purveyor of philosophical and other insights on the ground of triviality or narrowness of scope. It is the very narrowness of Austen’s scope, her relentless focus on the everyday, that provides a spotlight on all the minutia of motive and decision and self-deception that so often supply material for philosophical speculation.
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Vachon, Dominic Ovide. THE INFLUENCE OF AFFECT INTENSITY, DISPOSITIONAL EMPATHY, AND EMOTIONAL SEPARATION ON THE RELATIONSHIP BETWEEN PERCEIVED STRESS AND BURNOUT IN A NURSING POPULATION. 1993.
Find full textBook chapters on the topic "Empathic Disposition"
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Auer, Emma. "Empathy: Is it the Missing Independent Dispositional Variable in the Study of Innovative Behavior?" In Marketing Horizons: A 1980's Perspective, 64–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10966-4_15.
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Bonini Baraldi, Filippo. "What is musical empathy?" In Roma Music and Emotion, translated by Margaret Rigaut, 239–62. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190096786.003.0014.
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This chapter starts with a review of the definitions, meanings, and uses of the concept of empathy in the domains of ethnomusicology, interpersonal relationships, aesthetics, and embodied musical cognition. The following five issues are then addressed: (1) How does the notion of empathy impact the classic theories of musical emotion? (2) It is possible to define different types of musical empathy, depending on the nature of its referent? (3) Do different performance contexts foster different types of musical empathy? (4) What light do theories of empathy shed on the process of association between persons and tunes? (5) Is there any connection between an empathic disposition and the musical form of de jale (“sorrowful”) tunes?
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Stueber, Karsten. "Empathy, Mental Dispositions, and the Physicalist Challenge." In Debating Dispositions. Berlin, New York: Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110211825.257.
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Saal, Leah Katherine. "Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy." In Research Anthology on Instilling Social Justice in the Classroom, 1510–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch085.
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Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.
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Saal, Leah Katherine. "Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 393–408. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch021.
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Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.
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Prescott, Tara. "Perspective, Empathy, and Activism." In The Artistry of Neil Gaiman, 3–20. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496821645.003.0001.
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The chapter poses a unique question: How does Gaiman's writing construct images in moments where no visuals are presented?An analysis of Gaiman's most recent nonfiction collection, The View From the Cheap Seats, it takes as its starting point the notion of situatednessvis-à-vis points of view, contending that it is precisely Gaiman's disarming "view from the nosebleed section" that allows him to make his incisive, meaningful interventions into the world outside his writing through his writing: activism by any other measure. The visual inflections in Prescott's reading of View are metaphorical as it examines the concepts of sight and blindness, position and disposition, visibility and invisibility. However, as Prescott reminds us, Gaiman's work, fictional and nonfictional, is intently focused on the project of "seeing further by building doors instead of walls."
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Bullough, Robert V. "Empathy, teaching dispositions, social justice and teacher education." In Policy, Teacher Education and the Quality of Teachers and Teaching, 7–22. Routledge, 2020. http://dx.doi.org/10.4324/9781003141907-2.
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Scudder, Mary F. "Listening toward Democracy." In Beyond Empathy and Inclusion, 107–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197535455.003.0005.
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Chapter 5 continues with a defense of a listening-centered approach to democratic deliberation. It begins with a discussion of the source of performative listening’s democratic power. The chapter shows that performative democratic listening relies on the affective-cognitive disposition of people who listen to their fellow citizens for the purpose of taking up what they have to say. Mere auditory listening becomes “listening toward democracy” when citizens listen seriously, attentively, and humbly. Chapter 5 goes on to consider the cultural and institutional conditions needed to encourage citizens to practice democratic listening. It also identifies empirical markers to be used in the assessment of listening, and to determine the degree to which uptake has been achieved. The chapter concludes with a discussion of the challenges of relying on listening in political contexts of difference, disagreement, and inequality, which are developed further in Chapter 6.
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Burroughs, Elizabeth A., and Mary Alice Carlson. "Fostering Empathy in Mathematics through Mathematical Modeling." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 95–100. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.018.
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Modeling, a cyclic process by which mathematicians develop and use mathematical tools to represent, understand, and solve problems, provides learning opportunities for school students. Mathematical modeling situates mathematical problem solving squarely in the middle of everyday experiences. Modeling engenders the habits and dispositions of problem solving and empowers students to identify critical issues important to them, use their mathematical tools to address these problems, and view mathematics as a force for societal good.
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Ellington, Linda. "Strategic Leadership." In Encyclopedia of Strategic Leadership and Management, 1623–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch113.
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In this chapter, I introduce my probing inquisitiveness into the connection between organic intellect and strategic leadership. I am an advocate of organic practices and intellectual virtues which include integrity, humility, empathy, and fairmindedness. There is enthusiasm which has come to embrace organic intellect as a central leitmotif of strategic leadership; thus, the purpose of this chapter is to neatly articulate the basic idea and the value attached to organic intellect as it relates to strategic management and leadership. Given the importance of the virtues, this chapter has the intention to include a set of intellectual qualities and habits of mind, which I refer to as the overall disposition of an organic intellect.
Conference papers on the topic "Empathic Disposition"
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Jeong, HyeSun. "Critical thinking disposition, problem solving process, and empathy among Nursing Students." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.10.
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Perfetto-Demarchi, Ana Paula, Cleuza Fornasier, Bernabé Hernandis Ortuño, and Elingth Simoné Rosales Marquina. "O uso do dispositivo ID-Think no compartilhamento de conhecimento." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2400.
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Considering that the great advantage of an organization today is the knowledge it has, and how it manages this knowledge, this article reports the application of the IDThink device in a fashion organization's manufacturing sector for its validation. This device applies knowledge management through the skills and attitudes of the design thinker. The device shown here is to assist the process of innovation in organizations by using some design thinkers skills in the knowledge explicitation and externalization. To Brown (2009) design thinking begins with the skills that designers have learned over time as: To align the human being´s needs with the technological resources available in the organization; Intuition; The ability to recognize patterns; Build ideas that have both emotional significance and functional; The ability to question their surroundings and be empathetic and; The ability to express otherwise than in words or symbols. This last is one of the most important designer skills. The designer uses the drawing process also as a critical process, as discovery. He uses drawing as a means of materializing, imagination, or discovery of something that he cannot built in his mind, and as a mean of communication with others, facilitating collaboration on projects. The IDThink device is an external, temporary repository for ideas, with which the designer interacts, and this externalization supports the necessary dialogue that it has between the problem and the solution, which minimizes the cognitive stress when dealing with quantities and complexities of knowledge to be process internally. The identification of concepts and their positioned graphical representation facilitates decision-making, the sharing of knowledge of everyone involved in the organization management, and observation of systemic functioning of the company, focusing on indicators that it judged suitable. The use of visual codes, which will be available throughout the process, allows the team to navigate the process without losing their train of thought. Also allows us to observe the evolution of the environment and its influence in the organization to assist in corrective actions. The nature of the research was exploratory, with lineation by ex-post-fact, using a strategy of ethnography, through non-participant interviews and observation. After applying, the researchers understood the need to adapt the External System of the IDThink device so that it includes an amount of knowledge needed to the visualization of the organization's management and / or the development of new products.DOI: http://dx.doi.org/10.4995/IFDP.2016.2400
Reports on the topic "Empathic Disposition"
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Full textAbstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.