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  1. Empathy as intersubjectivity: resolving Hume and Smith’s divide.Matthew Victor Schertz - 2006 - Studies in Philosophy and Education 26 (2):165-178.
    Although empathy is arguably an important factor to consider in moral education, the concept itself has consistently stood on tenuous ground. In this essay, I claim that our adherence to ontological dualism and discrete subjectivity have problematized our comprehension of empathy. I propose that our understanding is limited by our understanding of selfhood. If the self were defined as intersubjective, along the lines of Merleau-Ponty, then empathy’s ambiguities would dissipate. After reconceptualizing empathy in light of intersubjectivity, I call for pedagogical (...)
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  • From ancient consolation and negative care to modern empathy and the neurosciences.Warren T. Reich - 2012 - Theoretical Medicine and Bioethics 33 (1):25-32.
    A historical understanding of the virtue of consolation, as contrasted to empathy, compassion, or sympathy, is developed. Recent findings from neuroscience are presented which support and affirm this understanding. These findings are related to palliative care and its current practice in bioethics.
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  • Emotional responsibility and teaching ethics: student empowerment.Lisa Kretz - 2014 - Ethics and Education 9 (3):340-355.
    ‘This class is so [insert expletive] depressing.’ I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate analysis (...)
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  • Empathy as resistance in an age of protest: Turning the other cheek.Yolanda Dreyer - 2018 - HTS Theological Studies 74 (4):9.
    In today’s ‘age of protest’, people have the right to publically resist what they perceive to be unjust and abusive. Sometimes, public protest is non-violent, but often it becomes destructive. People get hurt and property is damaged. Those who have the least are often affected most. This article explores the potential of the centuries old ethics of the Jesus tradition coupled with recent insights from psychology on empathy, for effective and necessary resistance against injustice and power abuse, but without the (...)
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  • Must we care about racial injustice?John Draeger - 2008 - Journal of Social Philosophy 39 (1):62–76.
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  • Towards a relational conceptualization of empathy.Jolanda Dijke, Inge Nistelrooij, Pien Bos & Joachim Duyndam - 2020 - Nursing Philosophy 21 (3):e12297.
    Empathy is a fundamental concept in health care and nursing. In academic literature, it has been primarily defined as a personal ability, act or experience. The relational dimensions of empathy have received far less attention. In our view, individualistic conceptualizations are restricted and do not adequately reflect the practice of empathy in daily care. We argue that a relational conceptualization of empathy contributes to a more realistic, nuanced and deeper understanding of the functions and limitations of empathy in professional care (...)
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  • Will the Real Empathy Please Stand Up? A Case for a Narrow Conceptualization.Amy Coplan - 2011 - Southern Journal of Philosophy 49 (s1):40-65.
    A longstanding problem with the study of empathy is the lack of a clear and agreed upon definition. A trend in the recent literature is to respond to this problem by advancing a broad and all-encompassing view of empathy that applies to myriad processes ranging from mimicry and imitation to high-level perspective taking. I argue that this response takes us in the wrong direction and that what we need in order to better understand empathy is a narrower conceptualization, not a (...)
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  • The Humanities in Medical Education: Ways of Knowing, Doing and Being.J. Donald Boudreau & Abraham Fuks - 2015 - Journal of Medical Humanities 36 (4):321-336.
    The personhood of the physician is a crucial element in accomplishing the goals of medicine. We review claims made on behalf of the humanities in guiding professional identity formation. We explore the dichotomy that has evolved, since the Renaissance, between the humanities and the natural sciences. The result of this evolution is an historic misconstrual, preoccupying educators and diverting them from the moral development of physicians. We propose a curricular framework based on the recovery of Aristotelian concepts that bridge identity (...)
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  • How the case against empathy overreaches.Riana J. Betzler - forthcoming - Philosophical Psychology.
    Many people think of empathy as a powerful force for good within society and as a crucial component of moral cognition. Recently, prominent theorists in psychology and philosophy have challenged this viewpoint and mounted a case against empathy. The most compelling versions of this case rely heavily on empirical evidence from psychology and neuroscience. They contend that the inherent partiality and parochialism of empathy undermines its potential to serve moral ends. This paper argues that the argument against empathy overreaches; it (...)
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