HCOL 40033
Nature of Values: Empathy
Fall 2014
T 14:00-15:50
REE 202
Instructor:
TA:
Office:
Dr. Wendy Williams: w.s.williams@tcu.edu
SCHAR 3108C
Course Description
In this seminar-style course, students explore and experience empathy in its individual,
interpersonal, and civic modes. Readings in literature, psychology, sociology, and
philosophy supplement students' semester-long service-learning projects, which
involve partnership and regular service with a local service agency. During class
meetings, we discuss readings and service-learning projects to the end of synthesizing
both a coherent theory of empathy as well as a practical understanding of it.
Course Purpose
In (1) requiring critical thinking and real-world problem solving, (2) engaging students’
abilities to synthesize ideas across disciplinary perspectives, and (3) focusing on
expression through discussion and debate, this course fulfills the competencies set out
for an Honors College Colloquium course.
Prerequisites
Honors College
Completion of Lower-Division Honors OR
Enrolled as an Andrews Scholar in Colloquia
Learning Outcomes
At the end of fifteen weeks of instruction, students enrolled in Nature of Empathy
should be able to:
 Define the following terms:
Empathy
High-level empathy
Sympathy
Theory of mind
Compassion
E-S theory
Pity
Perspective taking
Low-level empathy
Mirror neurons
Emotional contagion
Empathic concern
Empathic/personal distress
Cognitive empathy
Emotional/affective empathy
Altruism





Egotism
Pro-social behavior
Sex difference
Gender difference
Intercultural empathy
Understand the intellectual, scientific, and historical origins of the concept of
empathy.
Understand how various disciplines in the social sciences and humanities
approach the study of empathy. Understand how many of these approaches
overlap with one another.
Identify and articulate their own experiences of empathy as demonstrating
the value of human life.
Comprehend the role of empathy in edifying notions of civic responsibility
and in assessing the ethical dimensions of individual, professional, and civic
life.
Demonstrate an ability to meaningfully participate in effective civic
engagement, group and follower-leader dynamics, and ethical decisionmaking through the service-learning project.
Student Action Steps
 Students will undertake a broad study of the history and current trends in the
study of empathy from a variety of approaches.
 Students will practice problem-solving skills in critical interpretation and
analysis of diverse ideas through texts and service learning experiences.
 Students will identify and compare the representation of human life as
reflected through the products of human culture with the products of lived
experience.
 Students will examine and compare the implications of various ethical
systems that follow an understanding of empathy in social and civic contexts.
 Students will, through practical experience, develop an understanding of
different modes and contexts of leadership and collaboration.
 Students will use knowledge derived from reading and on-the-ground
experience to identify and solve problems in the service community.
 Students will solve real-world and conceptual problems that concern
empathy from the perspectives and traditions of various disciplines.
 Students will discuss and debate issues pertinent to empathy in class with
students from diverse disciplines by thoughtfully weighing opposing
opinions.
Textbook and Readings
Required books:
De Waal, Frans, The Age of Empathy, Harmony Books, 2009
Kent, Hannah. Burial Rites, Little, Brown and Company, 2013
Note: Students are in charge of ordering books either online or through the TCU
bookstore. The TCU bookstore will no longer be filling bulk orders for this course; they
will order them on an individual student basis.
Required readings:
Available for download through eCollege.
Assessment
You can view your grades throughout the semester in the eCollege gradebook. Final
grades will be calculated using the following scale:
Salient categories that determine course grade outcome include:
(1) participation in reading and attendance
(2) timely submission of assignments
(3) demonstration of thorough knowledge of the material
(4) level of critical analysis
(5) conformation to assignment criteria
A: 90-100 - A-level work represents an outstanding level of achievement in these
categories.
B: 80-89 - B-level work represents a very good level of achievement in these categories.
C: 70-79 - C-level work represents an acceptable level of achievement in these
categories.
D: 60-69 - D-level work represents a fair to poor level of achievement in these categories.
F: below 60 - F-level work represents an unacceptable level of achievement in these
categories.
Assessment will be based on the following components:
Participation………………..……………….………………………………….……….... 20%
Attendance and participation will comprise 20% of your total grade. Each
unexcused absence will result in a 20-point reduction in your participation
grade. If you are sick or cannot attend due to family emergency, please
produce documentation within seven days of the missed class to avoid
penalization. Also, let me know in advance if you have to arrive late or leave
class early, and do not do this regularly.
Note: 4 unexcused absences will result in automatic failure of the course. 4
excused absences will result in an I grade and a chance to make up missed
classes.
The quality of your experience in this class depends on your reading the
material carefully. At the beginning of each class, I will call on a few students
to summarize, synthesize, or analyze the material for the day. Students may
refer to, but not read, notes to provide answers. Your ability to demonstrate
knowledge of the material will factor into your participation grade.
Other factors included in your participation grade: contributing substantively
and regularly (at least twice per class) to the conversation, and paying
attention. Anecdotal responses are welcome and count towards participation;
however a high participation grade requires substantive comments also.
Substantive comments refer to text, draw connections between theories/units,
provide useful commentary/analysis of the ideas being discussed.
Note: Please keep your cell phones turned off and your laptops closed during
class.
Participation will be graded on the following criteria:
 Attends class regularly
 Pays attention—texting, reading, and using the laptop for non-class related
purposes distracts others and will significantly reduce your participation
grade
 Summarizes material well when called upon
 Comes to class prepared, having read all the material
 Participates substantively and regularly to class discussion, demonstrating
knowledge of the material
Participation grades will be assigned twice during the semester.
Here’s how your participation grade will be figured:
Everyone starts with an 80 by attending class and contributing substantively at
least twice per class.
 Subtract 20 points for every unexcused absence.
 Subtract 1 point for lack of contributing to the discussion (max 2 points per
day).
 Subtract 2 points for inappropriate behavior in class (not paying attention to
other students, texting, reading non-class related material, using the laptop
for non-class related purposes, disrespectful interaction, etc.) (max 4 points
per day)
 Add/subtract 1-5 points for in-class summaries (max 5 points per day).
 Add 2 points for every excellent response (refers to or quotes the text,
synthesizes ideas from across texts or units, offers a unique/alternative idea
or analysis) (max 4 points per day).
*Note: all students who lead discussion receive full credit for participating
(barring inappropriate behavior) and can receive additional points for
excellent responses.
Aesthetics unit assignment: The aesthetics assignment is part of your attendance
grade. For this assignment, you will attend a visual or performing arts event—a
play, ballet, opera, art exhibition, etc. by 10/7 and report (on the TD and in class)
on your experience in light of the reading on aesthetics due for class on 10/7. This
assignment is worth two days’ attendance. An unexcused absence on this day
will result in a 40 point deduction from your participation grade.
Discussion Facilitation…..….………..…………………………………………………… 15%
In groups, students will lead class discussion two times during the semester.
Discussion facilitation groups should draw from the readings to highlight key
ideas, ask questions, and stimulate discussion aimed at understanding and
critiquing the weekly readings vis-à-vis the course objectives. The discussion will
draw connections between theory and personal experience to the end of forming
an intellectual and practical understanding of the material.
DF groups will include a visual aid (PowerPoint/Prezi) to guide discussion.
Visual aids should include relevant images, music, film/tv clips, etc., connecting
the unit’s themes with contemporary society and culture. Groups also may wish
to create classroom activities to encourage participation. Groups are encouraged
to meet in person to prepare before class.
DF groups will incorporate the threaded discussion by summarizing key points
and continuing the TD conversation. You may ask questions that were not
answered on the TD, ask follow-up questions, and/or ask questions that invite
further discussion. Include students’ names on PPT/Prezi slides when using TD
responses.
*Note: Do not lecture, and do not read slides. The aim is discussion. Part of your
responsibility will be to keep the conversation on topic and use the class time
well.
Individuals in the DF group may divide the work to present but all students in
the DF group should complete all the reading for the unit.
Upload presentation materials to the Dropbox on eCollege at least 12 hours
before the class period. Materials should include a PPT/Prezi (or link) and an
explanation of how the work was divided. Each person should write a paragraph
explaining how they contributed to the group work; one group member will
compile these paragraphs into one Word document and upload this document
separately. The visual component may be uploaded individually or as one
collective PPT/Prezi, depending on how your group decides to present material.
*Note: If you know in advance that you will be absent on your DF day, please
make arrangements to swap days with another student in class. You may email
the class via eCollege to make your request to other class members. If you have
prepared for your DF and must miss class due to illness or emergency, please
contact your group members and me to make alternate arrangements. You will
receive a 0 for the assignment if you fail to show up for class and do not make
other arrangements on a DF day.
PowerPoint/Prezi Guidelines
 Use 1-2 styles of font only
 Avoid using all caps
 Keep it simple
 Use large enough font that all in the class can read
 Avoid wordy slides (0-20 words per slide)
 Use different text and background colors (i.e., don’t use yellow text on a
yellow background image.)
 Include visual images
















o Note the Picture Superiority Effect: Three days after hearing or
reading a set of facts, most people will remember about 10% of the
information. Add a photo or a drawing, and recall jumps to 65%.
Include relevant information
Include discussion questions
Make text readable, clear, error-free
Don't read your slides
View “Death by PowerPoint”:
http://www.slideshare.net/thecroaker/death-by-powerpoint
Note: slides are for the audience, not the speaker.
Discussion Facilitation will be graded on the following criteria:
Addresses the major themes of the week’s assigned reading
Brings other class members into the discussion
Divides work equally between group members
Presents material in an interesting manner
Does not read slides or lecture but facilitates conversation
Effective visual aid includes videos or other related media
Incorporates threaded discussion effectively
Provides thought-provoking discussion questions
Facilitates class discussion by controlling the discussion
Uploads materials 12 hours before class
Threaded Discussion……..…………………………………………………………....….. 20%
Students should respond to the threaded discussion prompt on eCollege 24
hours before class and to two other students’ responses before the
beginning of class. Responses may be informal but should demonstrate
knowledge of the reading by synthesizing material and referring to the texts.
Grading periods: 9/2-9/30 (5 TDs) and 10/7-12/2 (7 TDs)
The Threaded Discussion will be graded on the following criteria:
 Does not generalize, uses examples/evidence to back up claims
 Demonstrates understanding of all the material read by synthesizing and
referring to texts
 Offers original input, avoids repeating ideas
 Posts on time
 Responds to initial post and to two peers’ responses
 Responds to peers substantively, respectfully (does not merely agree or
disagree)
Here’s how your Threaded Discussion grade will be figured:
Everyone starts with a 90 at the beginning of each Grading Period.
 Subtract 10 points if the student does not respond to the weekly prompt and
does not reply to 2 of their classmates prior to that week’s class discussion.
 Subtract 5 points if the student does not respond to the weekly prompt, but does
reply to 2 of their classmates on time.
 Subtract 2 points for each missing classmate-reply.
 Subtract 3 points for posting late.
 Add 2-3 points for every excellent response/reply (refers to or quotes the text,
synthesizes ideas from across texts or units, offers a unique/alternative idea or
analysis)
Service Learning Project …………………………………..…………………….……. 25%
Early in the semester, you will form Service Groups (the same as your Discussion
Facilitation groups) ideally matching your individual interests and talents with
the community center’s needs. As a class, we will brainstorm SL project ideas
with a representative of Como Community Center, and then divide into groups
and plot out SL project action plans. Each group will submit one SL project
proposal that outlines the specific goals of your project, how the project meets
the needs of the center (explained by the CCC representative), the roles of each
group member, an action plan (a description of how you will attain the project
goals), and a budget. Proposals should be 1-2 pages total. If funds are needed for
projects, students will discuss with each other and with me options for obtaining
them. Upload proposals to the Dropbox on eCollege by 9/9 at 2:00 PM. You can
find in DocSharing an example of a good proposal. (Yours needn’t be this long.)
Late proposals will result in a 2-point deduction in your SL project grade.
The Service Learning project assumes completion of a minimum of 12 hours of
individual service to CCC. Aim to complete at least 4 hours by 9/9 and serve at
CCC at least once before your scheduled activity. You can earn hours by helping
with an after-school program, doing your project work at CCC, and volunteering
to help with other groups' activities. SL hours may be done at any time during
the semester and may or may not be connected with your project work. For
example, you may spend 7 hours at the center on your specific event or program,
2 hours helping with an after-school program, and 3 hours supporting other
groups’ projects. You will receive a list of service opportunities and dates and
will sign up for and commit to the days and events you select. Through service,
aim to develop relationships and learn the spirit and vision of the community:
ask questions, get to know people, find out how you can best serve and learn.




Important Note: If you spend money on materials to be used during your
volunteer hours at Como Community Center you must complete each of these
steps for reimbursement:
Contact Lauren Nixon to set up a time to fill out a reimbursement form
Provide a copy of your receipt to turn in with the form
Inform class accountant of funds spent
If you have any further questions about reimbursement, email Lauren Nixon at
l.e.nixon@tcu.edu
You will not receive academic credit for your service. Rather, your grade will be
based on your projects. However, you will incur a deduction of five points from
your SL project grade for every service hour left uncompleted. Please submit
completed SL time sheets to the Dropbox on eCollege by 12/9 at 2:00. You will
keep track of your own hours—no signatures are needed on the time sheets.
Time sheets are available on eCollege Doc Sharing.
Each student will write a 2-3 page reflection paper describing SL project work.
Papers should describe the SL project goals, the process of attaining goals, and
areas of success and failure. Papers should connect course themes to SL
experiences and project work. Papers should also describe your individual
contribution to the project and the number of hours spent at CCC throughout the
semester. Please number pages in your final papers, include a title, use 12 point
font, and double space pages. You can find an example of a reflection paper on
DocSharing. This example is a group effort; your papers will be written
individually and will be 2-3 pages.
Each group will give a presentation that describes the semester project and
connects the group’s work at the community center to the course’s theme.
Presentations should be engaging and professional and should synthesize
theories and experiences of empathy to the end of edifying an ethic of civic
responsibility. Presentations should last 10-12 minutes and incorporate a visual
aid. Presentations will take place on 12/9. Submit final project papers and
presentations to the Dropbox on eCollege 12/9 by 2:00.
You can view the fall 2013 class Prezi here: http://prezi.com/je6ibnj2hqyo/doyou-know-como/. This example was an entire class effort; your presentation will
reflect only the work of your group. You can find spring 2014 project papers
uploaded to DocSharing on eCollege.
The Service Learning Project will be graded on the following criteria:
 Reflection Paper
o Meets 2-3 page requirement
o Numbers pages, includes a title, uses 12 point font, double spaces
pages
o Outlines SL project goals
o Describes individual’s contribution to the project and number of
hours spent at CCC.
o Describes the process of attaining goals (including individual’s
contribution)
o Discusses areas of success and failure
o Connects course themes to SL experiences and project work
 Presentation
o Incorporates an effective visual component
o Is interesting, professional, and informative
o Meets time requirements
o Clearly connects course themes to SL experiences
o Includes a statement of civic responsibility
Please see PowerPoint/Prezi Guidelines under the Discussion Facilitation section.
Research Paper………..………………………….………………………………….……. 20%
Students you will explore one aspect of empathy in relation to their own field of study
or interest. You may approach projects from a historical, anthropological, literary,
philosophical, psychological, scientific, or other standpoint. Research any topic related
to empathy that suits your interests. Papers should be 4-5 double-spaced pages. Use the
documentation style required in your field of study, number the pages, include a title,
and use 12 point font. All projects should include at least four credible sources and
should have a clear thesis (answers a question, solves a problem).
If you are a videographer or creative writer and wish to do a creative project instead
of a research paper, please discuss this option with me.
Papers due: 11/18 at 2:00 PM. Upload to eCollege
The Final Research Project will be graded on the following criteria:
 Employs a lucid writing style
 Meets 4-5 double-spaced page limit








Uses a documentation style correctly
Numbers pages
Includes a title
Uses 12 point font
Includes at least four credible sources
Has a clear thesis
Relates to empathy
Reflects excellent research quality
CCC Continuing Projects
Como’s website:
http://www.comocommunitycenter.com/
Login info for Como’s Twitter, Facebook, and Gmail accounts:
Username: comocommunitycenter@gmail.com
Password: como3-93
Como wix website page (just to visit): http://www.comocommunitycenter.com/
Wix login to edit: wix.com
Username: comocommunitycenter@gmail.com
Password: como3-93
Contacts for Como Community Center
Aaron Muhammad
Case Management
Boys & Girls Clubs of Greater Fort Worth
3218 E. Belknap St.
Fort Worth, TX 76111
Office:817-877-3729
Cell: 817-584-8434
Fax: 817-877-3626
amuhammad@fortworthkids.org
Carol Brown
Como Community Center Coordinator
4900 Horne St.
Fort Worth, TX 76107
carol.brown@fortworthtexas.gov
Tel: 817-871-5030
On iWork Pages Compatibility Issues
Attention Mac Users:
Although DOC(X) format files (from Microsoft Word) are compatible with Pages, the
Pages default format is not compatible with Word.
What does this mean?
If you upload a file to eCollege that you composed in Pages without properly exporting
it as a DOC, I cannot open it. So, if you are a Pages user, please be sure to export your
Pages file as a DOC before uploading it to eCollege.
To export a document in Pages, click “File” from the top menu in Pages and then click
“Export.” Click the “.DOC” icon and press “Export.”
Note: Exporting a Pages document as a DOC file can cause formatting issues. Another
option is to export your file as a PDF.
Classroom Policies
The following policies have been instituted to ensure an optimal learning experience for
all students.
Absences: You are responsible for material missed during an excused or
unexcused absence; make arrangements with another class member to get
information missed in class.
Late work policy: If you submit work incorrectly (forget attachment, email
instead of upload to eCollege, etc.) or late (but within 2 hours of the due date and
time), your work will receive a 5 point grade deduction. If you submit more than
2 hours late, your work will receive a 10 point grade deduction per day.
University Mission Statement
To educate individuals to think and act as ethical leaders and responsible citizens in the
global community.
John V. Roach Honors College Mission Statement
The John V. Roach Honors College at TCU assists high-achieving students in reaching
their full intellectual potential through challenging academic endeavors, a unique
residential component, and community involvement.
The College promotes critical thinking and creative inquiry, an understanding of world
cultures, and synthesis of ideas across disciplines. The College fosters student
collaboration and strives to ingrain inquiry as an authentic, integral, and enduring
aspect of students’ identities. The College not only enriches the intellectual life of the
University but also promotes lifelong involvement with local, national, and global
issues.
Statement of Disability Services at TCU
Texas Christian University complies with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.
Eligible students seeking accommodations should contact the Coordinator of Student
Disabilities Services in the Center for Academic Services located in Sadler Hall, 1010.
Accommodations are not retroactive, therefore, students should contact the Coordinator
as soon as possible in the term for which they are seeking accommodations. Further
information can be obtained from the Center for Academic Services, TCU Box 297710,
Fort Worth, TX 76129, or at (817) 257-6567.
Academic Misconduct
(Sec. 3.4 from the Student Handbook) –Any act that violates the academic integrity of
the institution is considered academic misconduct. The procedures used to resolve
suspected acts of academic misconduct are available in the offices of Academic Deans
and the Office of Campus Life and are listed in detail in the Undergraduate Catalog
(Student Policies>Academic Conduct Policy Details;
http://www.catalog.tcu.edu/current_year/undergraduate/).
Specific examples include, but are not limited to:
Cheating
Copying from another student’s test paper, laboratory report, other report, or computer
files and listings; using, during any academic exercise, material and/or devices not
authorized by the person in charge of the test; collaborating with or seeking aid from
another student during a test or laboratory without permission; knowingly using,
buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents
of a test or other assignment unauthorized for release; substituting for another student
or permitting another student to substitute for oneself.
Plagiarism
The appropriation, theft, purchase or obtaining by any means another’s work, and the
unacknowledged submission or incorporation of that work as one’s own offered for
credit. Appropriation includes the quoting or paraphrasing of another’s work without
giving credit therefore.
Collusion
The unauthorized collaboration with another in preparing work offered for credit.
TCU Campus Resources for Students
Many resources exist on the TCU campus that may be helpful to students: Mary Couts
Burnett Library (257-7117); Center for Academic Services (257-7486, Sadler Hall. 1022);
the William L. Adams Writing Center (257-7221, Reed Hall 419); Student Development
Services (257-7855, BLUU 2003); and Office of Religious & Spiritual Life (257-7830,
Jarvis Hall), Campus Life (257-7926, Sadler Hall 2006), and the Counseling, Testing,
and Mental Health Center (257-7863, Brown Lupton Health Center).
Class Calendar
8/26
Course Overview
Introduction to Como Community Center
Guest: Aaron Muhammad, Como Community Center
WATCH in class: “One Square Mile” documentary
Discuss syllabus, discussion groups, hours of service
9/2
Introduction to Service Learning
READ: Rachel Naomi Remen, “Helping, Fixing, or Serving”
http://www.shambhalasun.com/index.php?option=com_content&task=view&id=2328
READ: Roser Batlle, “Service Learning and Empathy”
http://roserbatlle.files.wordpress.com/2009/02/service-learning-and-empathy2.pdf
READ: “Learning Across Boundaries,” PDF, eCollege
WATCH: Roy Bunker, “Learning from a Barefoot Movement”
http://www.ted.com/talks/bunker_roy.html
WATCH: Ernesto Sirolli, “Want to Help Someone? Shut up and Listen”
http://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and_listen.
html
WATCH: Brené Brown, “The Power of Vulnerability”
https://www.ted.com/talks/brene_brown_on_vulnerability
WATCH: Brené Brown, “Listening to Shame”
http://www.ted.com/talks/brene_brown_listening_to_shame
In class: choose accountant, fundraising specialist (work done in these roles count
toward service hours)
In class: choose SL and Discussion Groups (note discussion leadership days), discuss
projects
TD (Threaded Discussion) DUE
9/9
Defining Empathy
Discussion Group A
SL Proposals due at 2:00
READ: Coplan and Goldie, “Introduction” to Empathy Philosophical and
Psychological Perspectives, pp. ix-xxxi, PDF, eCollege
READ: Sarah Songhorian, “Review of Empathy: Philosophical and Psychological
Perspectives,” PDF, eCollege
READ: Karen E. Gerdes, “Empathy, Sympathy, and Pity: 21st Century Definitions and
Implications for Practice and Research,” PDF, eCollege
READ: Matravers, “Empathy as a Route to Knowledge,” Empathy: Philosophical and
Psychological Perspectives, available online, TCU library
WATCH: Joan Halifax, “Compassion and the True Meaning of Empathy”
http://www.ted.com/talks/joan_halifax.html
WATCH: Brené Brown, “The Power of Empathy”
http://www.thersa.org/events/rsashorts/the-power-of-empathy
TD DUE
9/16
Empathy and the Body
Discussion Group B
READ: Nathalia Gjersoe, “The Moral Life of Babies”
http://www.theguardian.com/science/2013/oct/12/babies-moral-life
READ: Frans de Waal, The Age of Empathy
WATCH: Frans de Waal, “Moral Behavior in Animals”
http://www.ted.com/talks/frans_de_waal_do_animals_have_morals#
TD DUE
9/23
Empathy and the Mind
Discussion Group C
TAKE EQ-SQ Test http://personality-testing.info/tests/EQSQ.php
The Neuroscience of Empathy
READ: Marco Iacoboni, “Within Each Other: Neural Mechanisms for Empathy in the
Primate Brain,” PDF, eCollege (this one is tough for non-science majors; do your best
and try to get the main idea)
READ: Vittorio Gallese, “Commentary on ‘Toward a Neuroscience of Empathy:
Integrating Affective and Cognitive Perspectives,’” PDF, eCollege
http://www.unipr.it/arpa/mirror/pubs/pdffiles/Neuropsychoanalysis%202007.pdf
READ: Decety and Meltzoff, “Empathy, Imitation, and the Social Brain,” PDF, eCollege
Empathy and Autism
READ: Simon Baron-Cohen, “Does the Autistic Child have a ‘Theory of Mind’?”
http://autismtruths.org/pdf/3.%20Does%20the%20autistic%20child%20have%20a%20th
eory%20of%20mind_SBC.pdf
READ: Liz Becker, “Autism & Theory of Mind: Just Whose Mind are we Referring to
Here?”
http://www.autismsupportnetwork.com/news/autism-theory-mind-just-whose-mindare-we-referring-here-38992322
WATCH: Temple Grandin, “The World Needs all Kinds of Minds”
http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds
Empathy, Psychology, and Pathology
WATCH: Simon Baron-Cohen, “Zero Degrees of Empathy”
http://www.thersa.org/events/video/archive/simon-baron-cohen
WATCH: Jim Fallon, “Exploring the Mind of a Killer”
http://www.ted.com/talks/jim_fallon_exploring_the_mind_of_a_killer.html
WATCH: Milgram Experiment https://www.youtube.com/watch?v=BcvSNg0HZwk
WATCH: Stanford Prison Experiment
https://www.youtube.com/watch?v=sZwfNs1pqG0
LISTEN: “Blame” http://www.radiolab.org/story/317421-blame/
WATCH: Daniel Goleman, “Why aren't we more compassionate?”
http://www.ted.com/talks/daniel_goleman_on_compassion
TD DUE
9/30
Empathy and Society
Discussion Group D
READ: Elizabeth A. Segal, “Social Empathy: A Model Built on Empathy, Contextual
Understanding, and Social Responsibility That Promotes Social Justice,” PDF, eCollege
READ: Richard D. Kahlenberg, “Should we Teach Empathy in College”
http://chronicle.com/blogs/innovations/should-we-teach-empathy-in-college/30044
READ: Jeremy Rifkin, “Empathic Education: The Transformation of Learning in an
Interconnected World” http://chronicle.com/article/Empathic-Education-The/65695/
LISTEN: Steve Henn, “Video Game Creators are Using Apps to Teach Empathy”
http://www.npr.org/blogs/alltechconsidered/2013/11/20/246395383/video-gamecreators-are-using-apps-to-teach-empathy?sc=17&f=1001
LISTEN: Greg Rosalsky, “Pontiff-icating on the Free-Market System”
http://freakonomics.com/2013/12/19/pontiff-icating-on-the-free-market-system-a-newfreakonomics-radio-podcast/
READ: “How Evangelicals Won a War and Lost a Generation”
http://religion.blogs.cnn.com/2014/03/31/how-evangelicals-won-a-culture-war-and-losta-generation/
WATCH: “How 15 People With Down Syndrome Changed The Perspective Of
Millions” http://digitalsynopsis.com/advertising/down-syndrome-future-mom/
READ: “Toddlers Assess Fairness and Race of Playmates”
http://www.futurity.org/toddlers-see-fairness-race-playmates/
WATCH “Children and race” http://9gag.tv/p/a5QeMr/viral-racismo-enm%C3%A9xico-kids-in-a-room-with-2-dolls-2-different-colors?ref=fbl9
WATCH: Steven Pinker, “The Surprising Decline in Violence”
http://www.ted.com/talks/steven_pinker_on_the_myth_of_violence
WATCH: Jeremy Rifkin, “Empathic Civilization”
http://www.ted.com/talks/jeremy_rifkin_on_the_empathic_civilization.html
WATCH: RSA, “An Empathetic Lens & RSA Animate – The Power of Outrospection”
http://publicpolicylab.org/2013/03/an-empathetic-lens/
WATCH: Peter Singer, “Effective Altruism”
http://www.ted.com/talks/peter_singer_the_why_and_how_of_effective_altruism.html
WATCH: Sam Richards, “A Radical Experiment in Empathy”
http://www.ted.com/talks/sam_richards_a_radical_experiment_in_empathy.html
TD DUE
10/7
Empathy and Aesthetics
Discussion Group A
Aesthetic experience due today – discuss in class
WATCH IN CLASS: “Second a Day Video”
https://www.youtube.com/watch?v=RBQ-IoHfimQ
READ: David Freedberg and Vittorio Gallese “Motion, Emotion and Empathy in
Esthetic Experience”
http://www.italianacademy.columbia.edu/art_and_neuro/paper_sp07_FreedbergGalles
e.pdf
READ: Suzanne M. Peloquin, “Art: An Occupation With Promise for Developing
Empathy” http://ajot.aotapress.net/content/50/8/655.full.pdf (click on PDF)
WATCH: Denis Dutton, “A Darwinian Theory of Beauty”
http://www.ted.com/talks/denis_dutton_a_darwinian_theory_of_beauty.html
WATCH: Paul Bloom, “The Origins of Pleasure”
http://www.ted.com/talks/paul_bloom_the_origins_of_pleasure.html
VIEW: “Photos that Capture The Human Experience”
http://news.distractify.com/people/complex-humans/?v=1
TD DUE
10/14 fall break
10/21
Empathy and Morality
Guest Lecturer: Dr. Daniel Terry, Director of Sophomore and Junior Year Experience, TCU
Transitions, Student Development Services
Readings TBD
TD DUE
10/28
Empathy and Morality
Guest Lecturer: Dr. Daniel Terry, Director of Sophomore and Junior Year Experience, TCU
Transitions, Student Development Services
Readings TBD
TD DUE
11/4
Contesting Empathy
Discussion Group B
READ: Suzanne Keen, “Contesting Empathy,” Chapter 6 of Empathy and the Novel,
available online—TCU library
READ: Jesse Prinz, “Is Empathy Necessary for Morality,” PDF, eCollege
READ: Adam Morton, “Empathy for the Devil,” PDF, eCollege
LISTEN: Snap Judgment, “The Mercenary”
http://www.npr.org/programs/snap-judgment/292415156/the-mercenary
TD DUE
11/11
Empathy and the Novel
Discussion Group C
ALL READ: Pam Belluck, “For Better Social Skills, Scientists Recommend a Little
Chekhov”
http://well.blogs.nytimes.com/2013/10/03/i-know-how-youre-feeling-i-read-chekhov/
ALL WATCH: Elif Shafak: “The Politics of Fiction”
https://www.ted.com/talks/elif_shafak_the_politics_of_fiction
ALL READ: Hannah Kent, Burial Rites, 5-152
GROUP C READ: Suzanne Keen, “Contemporary Perspectives on Empathy,” Preface
and Chapter 1 of Empathy and the Novel, available online—TCU library
TD DUE
11/18
Empathy and the Novel
Discussion Group D
Research papers due at 2:00 today
ALL READ: Hannah Kent, Burial Rites, 153-end
GROUP D READ: Suzanne Keen, “The Literary Career of Empathy” and “Empathy
and the Marketplace,” Chapters 2 and 4 of Empathy and the Novel
TD DUE
11/25 Thanksgiving break
12/2
Empathy and the Future
READ: “Changing Our Mind and Changing the World We Made,” Humanity on a
Tightrope, 61-130—available online, TCU library
WATCH: “I Am” documentary—on reserve, TCU library (music/media desk, 2nd floor)
WATCH: “Bill and Melinda Gates on Giving away Money”
http://www.ted.com/talks/bill_and_melinda_gates_why_giving_away_our_wealth_has
_been_the_most_satisfying_thing_we_ve_done
WATCH: “Does Money Make you Mean?”
http://www.ted.com/talks/paul_piff_does_money_make_you_mean
WATCH: “George Saunders Commencement Speech 2013”
https://www.youtube.com/watch?v=ruJWd_m-LgY
TD DUE
12/9
Final presentations
Final projects due today
Upload to eCollege DocSharing by 2:00 today.
SPOTS