Cultivating Children’s Social Awareness in the Multicultural and Diverse Community: A Perspective from Empathetic Teaching
(1) Universitas Islam International Indonesia (UIII)
(*) Corresponding Author
Abstract
Abstract: The multicultural and social diversity urge children to build social awareness skill which drives them to consciously aware of specific range of social experience from a specific point of view. In educational setting, this becomes a concern because children spur into cultural diversity in their daily life so that teachers take a role to facilitate them with the ability to adapt with the situation. One of the ways in meeting the issue is through implementing empathetic teaching which is a concept of teachers showing their compassion to students. Therefore, the main framework of this study is to elaborate the concept and investigate further how empathetic teaching can allow teachers to cultivate social awareness to their students in the perception year. The originality of the paper lies in offering a conceptual framework of empathetic teaching through mapping the main relevant literatures and identifying and engaging with the central theoretical issues while suggesting a perceptual framing of classroom setting in childhood education. By analyzing the data using content analysis, the findings reveal that empathetic teaching practiced by teachers can be beneficial to build children’s social awareness through having good perception on their exposure to the surrounding. This also allows them to have an ability to adapt in the diverse community by appreciating differences to promote a social peaceful life in this contemporary world.
Keywords: Social awareness; Multicultural; Diverse community;Â Empathetic Teaching; Childhood Education
Â
Abstrak: Keberagaman social dan budaya menuntut anak mengembangkan kepedulian sosial mereka. Hal ini akan mengarahkan mereka pada kesadaran dalam memahami situasi tertentu dalam kehidupan social dengan menggunakan sudut padang yang baik. Dalam konsep pengajaran, kepedulian sosial ini berperan penting karena anak-anak berada dalam lingkungan dimana keseharian mereka dihadapkan dengan kehidupan sosial yang beragam. Maka, guru perlu mengambil peran untuk memfasilitasi mereka dengan kemampuan adaptasi pada kondisi tersebut. Salah satu caranya yakni dengan menerapkan konsep pengajaran empati, yakni sebuah konsep yang mengajarkan para guru untuk meunjukkan rasa empati mereka kepada murid. Kerangka utama dalam penelitian ini adalah menjabarkan konsep tersebut dan menelaah lebih dalam bagaimana pengajaran empati dapat membantu guru menanamkan kepeduluan sosial kepada murid. Penelitian ini merupakan kajian melalui kumpulan sumber tulisan yang sesuai dengan topik pengajaran empati, lalu diidentifikasi, dan dikaitkan dengan konsep kepedulian social pada anak. Teknik Analisa data yang digunakan adalah ‘content analysis’ yang menghasilkan sebuah gambaran bahwa pengajaran empati yang dilakukan oleh guru di dalam kelas akan menjadi media dalam mengembangkan kepedulian sosial anak melalui pembentukan pola pikir yang baik terhadap lingkungan di sekitar mereka. Selain itu, pengajaran empati membantu anak memiliki kemampuan adaptasi dalam menghadapi keberagaman sosial dengan memiliki kemampuan menghargai akan setiap perbedaan yang ditemukan. Kepedulian sosial ini penting ditanamkan sebagai bekal dalam menciptakan kehidupan sosial yang damai di dunia kontemporer ini.
Kata Kunci: Kepedulian Sosial; Multikulturalisme; Keberagaman sosial; Pengajaran Empati; Pendidikan Anak.
Full Text:
PDF 165-178References
REFERENCES
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes. Educational Psychology Review, 1-40.
Almubarak, A. (2020). Kontribusi Dan Dampak Social-Awareness Terhadap Group Performance Melalui Pembelajaran Kimia: Quantitatif Approach. Quantum: Jurnal Inovasi Pendidikan Sains, 8(2), 30-40.
Aparicio-Flores, M. P., Esteve-Faubel, J. M., Esteve-Faubel, R. P., & Ãlvarez-Teruel, J. D. (2020). High academic self-efficacy and dispositional empathy in future teachers. Sustainability, 12(17), 6728.
Azarchi, L. (2020). The Empathy Advantage: Coaching Children to be Kind, Respectful, and Successful. Rowman & Littlefield.
Bartelds, H., Savenije, G. M., & Van Boxtel, C. (2020). Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory & Research in Social Education, 48(4), 529-551.
Berkovich, I. (2020). Conceptualisations of empathy in K-12 teaching: A review of empirical research. Educational Review, 72(5), 547-566.
Black, D. L. (2021). Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools and Practitioners. John Wiley & Sons.
Bloch, S. (2009). Mattering in school: Establishing a relationship between students’ perceptions of mattering to teachers and students’ functioning in school. Conference Papers—American Sociological Association, 1.
Bloom, P. (2017). Against empathy: The case for rational compassion. Random House.
Boeree, George C. (2007). Personality theories. Yogyakarta: Prismasophie
Borba, M. (2016). UnSelfie: Why empathetic kids succeed in our all-about-me world. Simon and Schuster.
Botelho, M. J., & Rudman, M. K. (2009). Critical multicultural analysis of children's literature: Mirrors, windows, and doors. Routledge.
Cameron, C. D., Hutcherson, C. A., Ferguson, A. M., Scheffer, J. A., Hadjiandreou, E., & Inzlicht, M. (2019). Empathy is hard work: People choose to avoid empathy because of its cognitive costs. Journal of Experimental Psychology: General, 148(6), 962.
Carpendale, J., & Lewis, C. (2006). How children develop social understanding. Blackwell Publishing.
Clabough, E. (2019). Second Nature: How Parents Can Use Neuroscience to Help Kids Develop Empathy, Creativity, and Self-control. Sounds True.
Collaborative for academic, Social, and Emotional Learning (CASEL). 2005. Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Illions Edition.
Csaszar, I. E., Curry, J. R., & Lastrapes, R. E. (2018). Effects of loving kindness meditation on student teachers’ reported levels of stress and empathy. Teacher Education Quarterly, 45(4), 93-116.
Csóti, M. (2001). Social awareness skills for children. Jessica Kingsley Publishers.
Csóti, M. (2009). Developing children's social, emotional and behavioural skills. Bloomsbury Publishing.
Dale, C. (2014). The Spiritual Power of Empathy: Develop Your Intuitive Gifts for Compassionate Connection. Llewellyn Worldwide.
Dereli, E., & Aypay, A. (2012). The Prediction of Empathetic Tendency and Characteristic Trait of Collaboration on Humane Values in Secondary Education Students and the Examining to Those Characteristics. Educational Sciences: Theory and Practice, 12(2), 1262-1270.
Dilg, M. (2003). Thriving in the multicultural classroom: Principles and practices for effective teaching (Vol. 16). Teachers College Press.
Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention science, 17(8), 1034-1043.
Goleman, D. 1998. Working with emotional intelligence. Bantam
Goroshit, M., & Hen, M. (2014). Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy?. Journal of Education and Training Studies, 2(3), 26-32.
Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy?. Teachers and Teaching, 22(7), 805-818.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Howe, D. (2012). Empathy: What it is and why it matters. Macmillan International Higher Education.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
Kameen, B. E. (2012). The Effects of Empathetic Teaching in Elementary Education. Masters in Teaching Program 2010-2012 Teaching Toward a Better World: Embracing the Challenges, 435.
Krznaric, R. (2014). Empathy: A handbook for revolution. Random House.
Kurniaputri, Y., & Adhyatma, M. D. R. (2021). Hubungan Kecenderungan Social Media Addiction dengan Empati pada Remaja di Surabaya. Psychopreneur Journal, 5(1).
Lantieri, L., & Nambiar, M. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming children and youth, 21(2), 27.
Makoelle, T. M. (2019). Teacher empathy: a prerequisite for an inclusive classroom. Encyclopedia of teacher education, 1-6.
McDevitt, T. & M., Ormrod, J. E., (2014). Child development and education, fifth edition. Pearson Higher Education Limited.
McLaren, K. (2013). The art of empathy: A complete guide to life's most essential skill. Sounds True.
Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, 67(3), 160-168.
Moyles, J. (2007). Early Years Foundations: Meeting The Challenge: Meeting the Challenge. McGraw-Hill International.
Parasuraman, S., Sam, A. T., Yee, S. W. K., Chuon, B. L. C., & Ren, L. Y. (2017). Smartphone usage and increased risk of mobile phone addiction: A concurrent study. International journal of pharmaceutical investigation, 7(3), 125.
Pinasti, D. A., & Kustanti, E. R. (2018). Hubungan antara empati dengan adiksi smartphone pada mahasiswa fakultas ilmu budaya dan fakultas sains dan matematika universitas diponegoro semarang. Jurnal Empati, 6(3), 183-188.
Rogers, C. R. (1995). A way of being. Houghton Mifflin Harcourt.
Rogers, C. R. 1969. Freedom to Learn. Columbus, OH: Merrill Publishing Company.
Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Kube Publishing Ltd.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Salovey, P & Mayer, J.D. 1990. Emotional Intelligence, Imagination. Cognition and Personality, 9(3), 185-211.
Santrock, J. W. (2016). Life-span development (18th ed). New York: McGraw-Hill
Segal, E. (2018). Social empathy. In Social Empathy. Columbia University Press.
Segal, E. A. 2011. “Social Empathy: A Model Built on Empathy, Contextual Understanding, and Social Responsibility That Promotes Social Justice.†Journal of Social Service Research 37 (3):266–77. doi:10.1080/ 01488376.2011.564040.
Septiani, D., Martini, A., & Akbar, Z. (2020, October). Studi Literatur Pengembangan Empati Untuk Menghadapi Masyarakat Era 5.0. In Prosiding Seminar dan Diskusi Pendidikan Dasar.
Simner, M. L. (1971). Newborn's response to the cry of another infant. Developmental psychology, 5(1), 136.
Sinagatullin, I. M. (2003). Constructing multicultural education in a diverse society. Scarecrow Press.
Stojiljković, S., Djigić, G., & Zlatković, B. (2012). Empathy and teachers’ roles. Procedia-Social and Behavioral Sciences, 69, 960-966.
Stojiljković, S., Todorović, J., Äigić, G., & Dosković, Z. (2014). Teachers’ self-concept and empathy. Procedia-Social and Behavioral Sciences, 116, 875-879.
Sy, T., Tram, S, & O’Hara, L.A. 2006. Relation of employee and Manager Emotional Intelligence to job satisfaction and performance. Journal of vocational behavior, 68, 461-473.
Tiyas, E. N. (2017). Pengaruh Empati Terhadap Kepedulian Sosial Pada Remaja (Doctoral dissertation, University of Muhammadiyah Malang).
Tucker, C., Dixon, A., & Griddine, K. (2010). Academically successful African American male urban high school students’ experiences of mattering to others at school. Profes- sional School Counseling, 14, 135–145. doi:10.5330/prsc.14.2.k215671rj018g134
Westman, L. (2021). Teaching with Empathy: How to Transform Your Practice by Understanding Your Learners. ASCD.
Zhou, J & George, J.M. 2003. Awakening employee creativity: the role of leader emotional intelligence. Leadership Quarterly, 14, 545-568.
DOI: 10.24235/edueksos.v11i2.11210
Article Metrics
Abstract view : 0 timesPDF 165-178 - 0 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Edueksos : Jurnal Pendidikan Sosial dan Ekonomi
This work is licensed under a Creative Commons Attribution 4.0 International License.