Towards emphatic education

The realization that we are an empathic species, that empathy has evolved over history, and that we are as interconnected in the biosphere as we are in the blogosphere, has profound implications for rethinking the mission of education. New teaching models designed to transform education from a competitive contest to a collaborative and empathic learning experience are emerging as schools and colleges try to reach a generation that has grown up on the Internet and is used to interacting in open social networks where information is shared rather than hoarded. The traditional assumption that “knowledge is power,” and is used for personal gain, is being subsumed by the notion that knowledge is an expression of the shared responsibilities for the collective well-being of humanity and the planet as a whole.

Excerpted from Jeremy Rifkin, who calls for attention to intersubjectivity and biospheric awareness in the education system:

“It’s time to ask the question of whether simply becoming economically productive ought to be the primary mission of American education. Shouldn’t we place at least equal attention on developing students’ innate empathic drives, so that we can prepare the next generation to think and act as part of a global family in a shared biosphere?

The biosphere is the narrow band, from the ocean floor to outer space, where living creatures and the earth’s geochemical processes interact to sustain one another. We are learning that the biosphere functions like an indivisible organism. The continuous symbiotic relationships between every living creature and the geochemical processes are what ensure the survival of the planetary organism and life on earth. The issue of what kind of education students should be getting is particularly relevant today, as humanity attempts to cobble together a sustainable global society in time to avert potentially catastrophic climate change.

When we talk about revolutionizing the way our students learn, we must understand the larger context that sets the framework for fundamental changes in our notions about education. Ultimately, our ideas about education flow from our perceptions about reality and our concepts of nature—especially our assumptions about human nature and the meaning of the human journey—which become institutionalized in our educational processes. What we really teach, at any given time, is the consciousness of an era.

For example, at the dawn of the modern market economy and nation-state, Enlightenment philosophers—with some exceptions—saw people as rational, autonomous agents, driven by utilitarian desires and material interests. To bring out those qualities, educators established an educational system along the same lines.

Unfortunately, our system today is still largely mired in those outdated assumptions. The classroom is a microcosm of the factory system, market forces, and nation-state governance. Students have been taught to think of “knowledge as power” and to regard learning as an asset one acquires to advance one’s material self-interest. The educational process emphasizes autonomous learning—sharing knowledge is considered cheating—and the mission is to produce efficient and productive workers for the market economy. While those Enlightenment assumptions have provided the intellectual motivation and justification for a vast expansion of wealth for many people, they have also left the earth’s ecosystems in shambles, with ominous consequences for our species’ future.

Of course, we know that the ideas espoused in the Enlightenment are not set in stone. Great changes in human consciousness occur when new, more-complex energy regimes arise, making possible more-interdependent and complex social arrangements. Coordinating those civilizations requires new, more sophisticated communications systems. When energy regimes converge with communications revolutions, human consciousness is altered.

All forager-hunter societies were oral cultures, steeped in mythological consciousness. The great hydraulic agricultural civilizations were organized around writing and gave rise to theological consciousness. Print technology became the communication medium to organize the myriad activities of the coal- and steam-powered first Industrial Revolution, 200 years ago. Print communication also led to a transformation from theological to ideological consciousness during the Enlightenment. In the 20th century, electronic communications became the command and control mechanism to manage a second industrial revolution, based on the oil economy and the automobile. Electronic communication spawned a new psychological consciousness.

Today we are on the verge of another seismic shift. Distributed information and communication technologies are converging with distributed renewable energies, creating the infrastructure for a third industrial revolution. In the 21st century, hundreds of millions of people will transform their buildings into power plants to harvest renewable energies on-site, store those energies in the form of hydrogen, and share electricity with one other across continental grids that act much like the Internet. The open-source sharing of energy will give rise to collaborative energy spaces, not unlike the collaborative social spaces on the Internet.

The third industrial revolution paves the way for biosphere consciousness. When each of us is responsible for harnessing the earth’s renewable energy in the small swath of the biosphere where we dwell, but we also realize that our survival and well-being depend on sharing our energy across continental land masses, we come to see our inseparable ecological relationship to one another and our fellow species.

That new understanding coincides with discoveries in evolutionary biology, neurocognitive science, and child development that reveal that people are biologically predisposed to be empathic—that our core nature is not rational, detached, acquisitive, aggressive, and narcissistic, but affectionate, highly social, cooperative, and interdependent. Homo sapiens is giving way to Homo empathicus. Historians tell us that empathy is the social glue that allows increasingly individualized and diverse populations to forge bonds of solidarity across broader domains so that society can cohere as a whole. To empathize is to civilize.

Empathy has evolved over history. In forager-hunter societies, empathy rarely went beyond tribal blood ties. In the great agricultural age, empathy extended past blood ties to associational ties based on religious identification. Jews began to empathize with fellow Jews as if in an extended family, Christians began empathizing with fellow Christian, Muslims with Muslims, and so on. In the Industrial Age, with the emergence of the modern nation-state, empathy extended once again, this time to people of like-minded national identities. Americans began to empathize with Americans, Germans with Germans, Japanese with Japanese. Today empathy is beginning to stretch beyond national boundaries to biosphere boundaries. We are coming to see the biosphere as our indivisible community, and our fellow creatures as our extended evolutionary family.

The realization that we are an empathic species, that empathy has evolved over history, and that we are as interconnected in the biosphere as we are in the blogosphere, has profound implications for rethinking the mission of education. New teaching models designed to transform education from a competitive contest to a collaborative and empathic learning experience are emerging as schools and colleges try to reach a generation that has grown up on the Internet and is used to interacting in open social networks where information is shared rather than hoarded. The traditional assumption that “knowledge is power,” and is used for personal gain, is being subsumed by the notion that knowledge is an expression of the shared responsibilities for the collective well-being of humanity and the planet as a whole.

Classrooms could become laboratories for preparing young people for biosphere consciousness. Students are already becoming aware that the way they live leaves an ecological footprint, affecting the lives of every other human being, our fellow creatures, and the earth we inhabit together. They learn, for example, that the wasteful use of energy in the family automobile or home results in an increase of carbon-dioxide emissions into the atmosphere. The rise in the earth’s temperature that follows can lead to less rainfall and more droughts in other parts of the world, adversely affecting food production and putting more of the world’s poor at risk of malnutrition and even starvation.

The new sense of biosphere interconnectivity and responsibility goes hand-in-hand with empathy workshops and courses that help students draw global emotional connections in the same way that environmental curricula help them draw global ecological connections. Empathy curricula now exist in 18 states. In many schools, empathy curricula start as early as first grade.”

Leave A Comment

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.