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  • So here are the kinds of empathy that I think are relevant

  • for Roots of Empathy to know about: One, which is what Tanya singer had studied and

  • she's in Germany and it's just maybe an English translation, I don't know, but she

  • studied the first thing we're talk about which is called emotional resonance.

  • Emotional resonance or empathic resonance, if you want to keep on using

  • the word empathy, is where this boy if.. let's say the baby is feeling excited..

  • ..the receiver having an empathic communication will start feeling excited.

  • Let's say the boy is feeling scared. The receiver will feel scared. It's the

  • essence of feeling felt, right? It's empathic resonance...and I'll go through

  • the circuitry of that with you through the brain a little later on, but just

  • let's name it. Empathic resonance is where you feel the feelings of another

  • person. Empathy form number two is perspective taken. You know, so if you're

  • gonna be empathic with me, it would be as if you were saying, "Let me put my self in

  • Dan's skin. Let me put myself in Dan's glasses". You know, seeing the world as I

  • would see the world. So its perspective- taking, and you can study these things.

  • These are all studyable things, but they're different. Empathic resonance and

  • perspective-taking, they're just different, but they're both what we call

  • empathy. Well which one's bad? You know. So perspective-taking is where the

  • teacher says, "What do you think he's seeing? What's his experience?"

  • Well he's seeing that toy is too far away or it was too upsetting for him

  • because there was too much noise. So they're taking his perspective and we

  • saw that yesterday. It's beautiful, perspective-taking. Imagine a world where,

  • even if we just did perspective- taking, what a different world that

  • would be. So, perspective-taking. The next one is called cognitive empathy.

  • It's where you elaborate a little more and the teachers did this beautifully

  • yesterday in both classrooms, where you say, "Okay, if you're a little, you know,

  • nine month old old and you're a little tired cuz your

  • nap didn't go so well and now you're in the classroom even though you know the

  • kids and your little clinging on to mom and then a loud noise happens...what do

  • you think that means for little Jude? So now they're going well, "I think it means

  • he's probably remembering that last time he was in the classroom there was

  • another loud noise and then a really scary thing happened. So, maybe he's

  • remembering how frightened he was...and so now he's getting even more frightened".

  • So, it's more than just his perspective of what his perception is at this moment,

  • it's realizing that memory influences him and that memory and emotion and, you

  • know, these judgments we make all influenced our present moment experience.

  • That's called cognitive empathy. Really important. You could call it empathic

  • understanding, if you want to use that word, but it's sometimes called

  • cognitive empathy. So, what do we have here? Let's name them: Emotional resonance,

  • we've got perspective-taking, we have cognitive empathy. Then you have

  • something called empathic concern, which is basically synonym for compassion.

  • Empathic concern is basically this: I feel your pain and I want to do

  • something to reduce your suffering, and now I'm going to think about what I might

  • do and carry it out. So I was just in England with Paul Gilbert and Paul is

  • one of the world's experts on compassion... and basically that whole field and

  • compassion is a form of empathic concern. They're synonyms. So, we have a word

  • compassion but it's actually the same as empathic concern. The key thing about

  • compassion or empathic concern is that you're feeling the suffering of another,

  • step one. So, you have to receive it. When people shut themselves off from

  • that, they're shutting off empathic concern. Then they have to take the

  • suffering and then say, "Wow, there's a lot of suffering in you, I feel really bad

  • with that". That's step two. Then you go into empathic imagination. That's

  • not one of the categories but we could just name it.

  • Empathic imagination. I go, "Wow, what what could I do now to make you

  • feel better? Okay, you know, I could just be with you or I

  • could bring you some water because you're really so thirsty or I could get

  • you a band-aid if you've fallen down or whatever". So now, I carry out, I imagine

  • how I would carry out an action to be of service to you and then depending on the

  • circumstances I actually do something. Sometimes you can't but that's okay.

  • Sometimes just being with a person is fine. So, compassion or empathic concern,

  • synonyms, is an action-oriented form of empathy. That's number four. Then

  • number five is something we hardly ever talk about, which is called empathic joy...

  • ...and you saw, every one of these these were seen in the classroom yesterday.

  • It was so beautiful, right? Empathic joy is, "I get so excited about

  • your success. I am so happy". In this case, you know, these kids are seeing this

  • little Jude develop over the time and they're so thrilled about his

  • accomplishments. Now he can sit up. Wow! Now he can crawl. Whoa! We're putting the

  • ball over there, and he's going after his mom. You know, she went on the other side. It

  • was awesome to see the empathic joy. It's one of the most underemphasized empathic

  • skills that we have.

So here are the kinds of empathy that I think are relevant


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B2 中高級 美國腔

丹-西格爾博士--同理心的五種類型 (Dr. Dan Siegel - Five Types of Empathy)

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    Susan Chang 發佈於 2021 年 01 月 14 日