دانلود رایگان مقاله انگلیسی تحصیل دلسوزانه از پیش دبستانی تا مدرسه عالی: فرهنگ سازی دلسوزی در کلاس درس - امرالد 2017

Abstract

Purpose – The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20). Design/methodology/approach – First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-intraining). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20). Findings – While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion. Research limitations/implications – This is not a formal review or meta-analysis. Practical implications – This paper will be a useful resource for teachers and those interested in PK-20 education. Social implications – This paper highlights the problems and opportunities for bringing compassion into education settings. Originality/value – To date, no review of compassion in PK-20 exists.

6. Concluding comment

The seeds of compassion are already present within students. Teachers at various stages of a student’s education trajectory have an opportunity to contribute to the growth of compassion within each student. Clearly more empirical work is needed to examine the feasibility of bringing compassion into the classroom at various stages of education. As highlighted throughout this review, there are many exciting avenues for developmental contemplative scientists to examine. With rigorous designs and longitudinal follow-up, we can better understand whether, when, how, and for whom compassion and compassion trainings (with age appropriate techniques that are culturally sensitive and amenable to careful scientific scrutiny) influences individual students, classrooms, and ultimately, societies.