To sum up the workshop or previously conducted tasks, a common “empathyAgreement” can be created. Based on “beEmpathy?”, “window and mirror” or “empathyMisses”, the students might already have collected different definitions of empathy. They can now be used to formulate a common understanding of empathy. But also without previously formulated definitions, the students can reflect upon their perceptions of empathy. It is recommended to give the students some time to take notes first. Afterwards they can share their ideas with the class. The class discusses the different proposals and decides on one definition they can all agree with. After writing this definition on the “empathyAgreement” poster, they try to find examples for how that theoretical definition can look like in practise. E.g. a common interpretation of empathy is to step in someone else’s shoes. But this isn’t to be taken literally. Instead, someone tries to take someone else’s perspective by imagining what it feels like to be in their situation. In so doing, they can for example ask the other person “How do you feel about that?” or listen carefully when they tell their story. In the end of the task, everyone can sign the agreement and the poster can be hung up in a visible place in the classroom. It serves as a visual reminder of their common willingness to keep practising empathy in the future.

 

“Rules that have been generated in a democratic way with substantial student input and that are based on the student’s own hopes and dreams (…) have special meaning for adolescents.” (Jonathan Cohen, Director of the program for Social and Emotional Learning)