Epistemic humility and empathic imagination

2018 ◽  
Vol 8 (3) ◽  
pp. 213-216
Author(s):  
Stowe Locke Teti
Keyword(s):  
Epistemic Humility ◽  
Empathic Imagination

scholarly journals Wise reasoning, intergroup positivity, and attitude polarization across contexts

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Justin P. Brienza ◽  
Franki Y. H. Kung ◽  
Melody M. Chao
Keyword(s):  
Intergroup Relations ◽  
Intergroup Bias ◽  
Future Research ◽  
Reasoning Process ◽  
Attitude Polarization ◽  
Experimental Induction ◽  
Epistemic Humility ◽  
Polarization Studies

AbstractWe hypothesized that a wisdom-based reasoning process comprised of epistemic humility, accounting for context, and integrating different perspectives and interests, would be helpful in overcoming intergroup bias and attitude polarization in societal conflicts. Here we test the hypothesis using both the Situated Wise Reasoning Scale and experimental induction. In each study, we recruited participants who self-identified as members of a group implicated in an ongoing intergroup situation. In five correlational studies (Studies 1-5) we examined the relations between measured wise reasoning and intergroup positivity and attitude polarization. In two experiments, we tested the effects of a brief online wise-reasoning thought exercise on intergroup positivity and polarization (Studies 6-7), and charitable behaviors to an outgroup (Study 6). We found that wise reasoning relates to more positivity toward outgroups and less attitude polarization across different groups and conflicts. The results have implications for theory and may also have implications for future research on interventions to improve intergroup relations.

Revolutionary Education: Fostering Emotional Intelligence and Empathic Imagination Across The Mainstream Curriculum. Interdisciplinary Inquiry

2016 ◽  
Vol 33 (S1) ◽  
pp. S438-S438
Author(s):  
I. Rozentsvit
Keyword(s):  
Special Education ◽  
Emotional Intelligence ◽  
Emotional Experience ◽  
Columbine High School ◽  
Competing Interest ◽  
Metal Detectors ◽  
Bullying Programs ◽  
Sandy Hook Elementary School ◽  
K 12 ◽  
Empathic Imagination

If fostering emotional intelligence and empathic imagination and solving ethical dilemmas were discussed openly and taught methodically in K-12 mainstream (“typical”) classrooms, would we need metal detectors at the inner city schools’ entrances, and would we need special anti-bullying programs, which intend to correct bullying culture, rather than build a new one, based on kindness, openness, and consideration for others?Will we learn lessons from the Columbine High School and the Sandy Hook Elementary School massacres, and radically change educational system, to incorporate empathic imagination and emotional intelligence into mainstream K-12 curriculum – as a mandatory discipline – instead of leaving this important part of learning and character formatting only to the special education sphere?This symposium represents a collaborative effort of four educators from various disciplines who crossed boundaries to emphasize and foster emotional intelligence and empathic imagination throughout the K-12 curriculum.The following are the parts of the proposed multidisciplinary panel:– multidisciplinary approach to revolutionary education, or paradigm shift towards fostering emotional intelligence and empathic imagination across the mainstream curriculum;– Descartes’ error, the triune brain, and neurobiology of emotional intelligence;– changing our consciousness: imagining the emotional experience of the other;– teaching social skills and play therapy in schools: report from the trenches of special education;– examining cultural artifacts, tools for personal, emotional, and academic development;– growing kind kids: mindfulness and the whole-brained child;– Emotional Imprint™ at the street squash: ‘If you talk, you don’t kill.’Disclosure of interestThe author has not supplied his declaration of competing interest.

Bonhoeffer's Lutheran assertions: Cataphasis as teaching responsibility to the ‘other’

2017 ◽  
Vol 70 (4) ◽  
pp. 390-408
Author(s):  
Michelle C. Sanchez
Keyword(s):  
The Other ◽  
Ethical Responsibility ◽  
Traditional Use ◽  
Epistemic Humility ◽  
Contemporary Christian

AbstractStructural similarities have been noted between Dietrich Bonhoeffer's account of ethical responsibility and more recent accounts advocated by philosophers who emphasise responsibility to alterity. Yet, there remains one stubborn difference between Bonhoeffer and these philosophers: his unequivocal embrace of strongly cataphatic speech. This raises the following question: it is possible for contemporary Christian ethicists and theologians to enlist Bonhoeffer in the aim of reconceiving an ethic of responsibility to the ‘other’ when Bonhoeffer himself relies on such concrete, exclusive language? This article will argue that attention to Martin Luther's defence of theological assertions provides a lens through which the performative force of Bonhoeffer's cataphatic language can be better understood as a particular and traditional use of language that teaches an ethical posture of epistemic humility.

Listening and Waiting, Excavating Later

2019 ◽  
pp. 177-201
Author(s):  
Peter R. Schmidt
Keyword(s):  
Indigenous Knowledge ◽  
Significant Part ◽  
Oral Traditions ◽  
Community Archaeology ◽  
Ritual Performance ◽  
Epistemic Humility ◽  
Iron Technology ◽  
The Way

Careful listening to oral traditions, a significant part of Tanzanian Haya heritage, for nearly a year led to an ancient shrine where Haya elders encouraged excavations. This was early participatory community archaeology, where indigenous knowledge and the initiative of elders paved the way to significant archaeological finds about iron technology and the enduring qualities of knowledge preserved by ritual performance. Patient apprenticeship to knowledge-keepers during ethnoarchaeological observations of iron technology also led to significant insights into inventive techniques in iron technology that otherwise would have gone unnoticed. Listening with epistemic humility, opening ourselves to other ways of constructing history and heritage, unveils heritage under treat. A forgotten massacre by German colonials, the knowledge of which has been erased by disease and globalization, was revealed and is now preserved only by listening closely to Haya elders five decades ago.

Archaeologies of Listening Beginning Thoughts

2019 ◽  
pp. 1-22
Author(s):  
Peter R. Schmidt ◽  
Alice B. Kehoe
Keyword(s):  
Indigenous Knowledge ◽  
Empirical Evidence ◽  
Oral Traditions ◽  
Archaeological Record ◽  
The Past ◽  
Epistemic Humility ◽  
New Archaeology

This chapter introduces the foundational principles of Archaeologies of Listening. It takes the reader back to the genesis of anthropological method as well as the debates that have influenced attitudes toward indigenous knowledge and oral traditions over the last century. It critically examines the failure of “New Archaeology” to employ anthropological methods and proposes a complementary practice that does not eschew science but advocates a broader practice incorporating empirical evidence from those with deep experience with material cultures and landscapes. This chapter brings into focus how a richer interpretative posture occurs when we open our practice to the knowledge of others by employing the principles of apprenticeship and patience when working with communities. By putting into action the principle of epistemic humility, alternative views of the past open as do alternative ontologies that structure how the archaeological record is formed and heritage is performed.

Medical Cosmopolitanism

2019 ◽  
pp. 181-208
Author(s):  
Alex Broadbent
Keyword(s):  
First Principles ◽  
Epistemic Relativism ◽  
Epistemic Humility ◽  
Standards Of Evidence ◽  
Realist View

This chapter seeks an attitude to medicine that does not commit the error of EBM in committing to an unjustifiably rigid notion of evidence, nor the reaction of Medical Nihilism of adopting EBM’s standards of evidence and then raising the bar even higher. Cosmopolitanism is a position developed by Appiah in the context of ethical disagreement, designed to facilitate conversation without falling into epistemic relativism. The chapter unpacks Cosmopolitanism into four stances: metaphysical, epistemic, moral, and practical. It applies these stances to medicine to yield Medical Cosmopolitanism. On this realist view, medical facts (e.g., whether an intervention works, whether someone is sick) are not dependent on the perceiver. Nonetheless Cosmopolitanism promotes epistemic humility: the attitude that one has limited confidence in one’s medical beliefs (both of efficacy and of the inefficacy of someone else’s favored intervention). And it promotes Primacy of Practice: settle cases first, principles later.

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