Browsing by Subject "empathy"
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Item Emotional Intelligence and Intercultural Competence: Theoretical Questions and Pedagogical Possibilities(Castledown Publishers, 2018-08-20) Guntersdorfer, Ivett; Golubeva, IrinaAgainst the background of increased global mobility and the need to communicate effectively across cultures, the development of Emotional Intelligence (EI) is of growing importance to those involved in intercultural education. There are important theoretical synergies between EI, which is comprised of components such as self-awareness, self-regulation, motivation, empathy and social skills (Goleman, 1998), and models of intercultural competence (IC) commonly utilised in intercultural education (e.g., Byram, 1997; Deardorff, 2006). In particular, one of the components of EI, empathy has recently attracted attention from new perspectives (Epley, 2014; Bloom, 2016; Breithaupt, 2017a, 2017b). In this paper, we consider the place of EI within models of intercultural competence and then offer theoretical and pedagogical discussion on one particular element of EI—empathy—that we believe will be useful to intercultural educators.Item The moral virtue of open-mindedness(2017-06-08) Song, YujiaThis paper gives a new and richer account of open-mindedness as a moral virtue. I argue that the main problem with existing accounts is that they derive the moral value of open-mindedness entirely from the epistemic role it plays in moral thought. This view is overly intellectualist. I argue that open-mindedness as a moral virtue promotes our flourishing alongside others in ways that are quite independent of its role in correcting our beliefs. I close my discussion by distinguishing open-mindedness from what some might consider its equivalent: empathy and tolerance.Item This is Fine: #ResistJam and the 2016 Election in Gaming(12th International Conference on the Foundations of Digital Games, 2017-08) Salter, Anastasia; Blodgett, Bridget M.The 2016 US election brought with it a torrent of related media and responses, thanks to the combination of the intense political divide and the turmoil and upheaval of the nation following the surprising results. We will examine selected games from the months preceding and immediately following the historic outcome of November 8, 2016, focusing on the games created during the March event #ResistJam which called for contributors to create “games that resist oppressive authoritarianism in all its forms.” Joshua and Karen Tanenbaum proposed a theory of transformative play, which “supports a process of empathic identification with a new point-of-view or lived experience” [59]. Pre- and Post-Trump games, situated in the months leading up to and immediately following the election results, demonstrate not only transformative play but cathartic play, or the use of games as part of a process of emotional release and expression as part of sharing current struggles and challenges. We propose that combining these two types of play (transformative and cathartic) suggests new possibilities for how we understand personal games as providing new mechanisms for shared emotional experiences.