One of the things I've come to realize in my many discussions with educators from around the globe is that there are a number of practices in our current systems of schooling that "unsettle" us, primarily because they don't comport with what Seymour Papert calls our "stock of intuitive, empathic, common sense knowledge about learning".
Implicit in the diagram is the need for health professionals to be comfortable and competent in the dimensions of knowledge; empathic interpersonal skills and reflective practise.
They also described what would have helped them: 1) the support of family and friends, 2) access to appropriate services and knowledge, 4) empathic and understanding health care professionals.
Both courses use a conceptual diagram for framing students' learning by focussing their attention on the three central qualities of professionalism described previously: knowledge attainment, empathic practice and reflective thought.
Imparting social knowledge and achieving empathic growth are some of the reasons why we universally engage in such forms of recreation which involve simulations of alternate realities from a safe vantage point [1], [2].
They speculate, following Ickes (1993, 2003, chap.7 ), that the lack of correlation indicates that people in general have little meta-knowledge regarding their empathic ability.
Care reasoning was characterized by a functional equilibration between pSTS (empathic response) and FP (self-knowledge) information processing.
Besides empathic abilities, moral agency requires also knowledge of abstract moral principles, such as the principles of caring and justice.
Only a strong knowledge and a firm empathic approach – enhancing a secure attachment – can successfully help therapists to be effective and limit patients' omnipotent and destructive desperation.
A rational and empathic approach that relies on the skills and knowledge of the experts within the multidisciplinary team is essential for achieving these goals.
However, because helping can be engaged in without empathy, and empathic helping requires additional cognitive resources (e.g. knowledge about how to help someone achieve their goal and the motivation to act on that knowledge), it is important to understand the limitations of the data.
