Shoes and Windows: The Role of the English Classroom in Fostering Empathy in Adolescents

Written by Naomi Lang - Director of Studies | Head of Department - English

"You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it." – To Kill a Mockingbird.

This well-known quote spoken by Atticus Finch to his daughter Scout in To Kill a Mockingbird succinctly captures the essence of empathy. Those familiar with the novel or the film will recognise the powerful impact of this line in shaping Atticus’ character and highlighting his dedication to the moral development of his daughter. At Somerset College, we explore lines like this from various texts to analyse characters and, by extension, delve into the complex nature of the human condition, all with the intentional goal of developing empathy in our students.

Shoes

Through the study of literature, one of the central aims of our students' learning experience is to foster empathy by allowing them to metaphorically 'walk in the shoes' of the characters they encounter. This focus on empathy is supported by research that advocates for the ‘significant role of literature in effectively developing empathy in students’ (Meekin, 2013). In the English classroom, students learn to understand characters' motivations, needs, desires, values, and attitudes, leading them to empathise—or not—with them. This process of 'narrative empathy' helps students connect with the emotions and challenges faced by others (Franzese, A).

Reading novels, plays, poetry, and viewing films that depict social injustices or personal struggles can evoke emotional responses, prompting students to reflect on their own attitudes and behaviours. This reflection, in turn, builds their compassion and understanding of themselves and others. By analysing characters' motivations and conflicts, students gain a deeper insight into human emotions and the complexities of social dynamics in all their forms—the good, the bad, and the ugly. Ultimately, this enhances their capacity for ‘empathy in real-life situations’ (Fassler, Joe).

Windows

"O brave new world, that has such people in't!" – The Tempest

One of the most famous lines from Shakespeare's The Tempest encapsulates the wonder Miranda, the daughter of Prospero, feels upon encountering other humans for the first time. This moment allows her to open 'a window' and observe the world before her. Shakespeare's language captures her excitement and, possibly, her wariness about entering a society filled with disputes and betrayals.

The metaphor of 'opening windows' is often used to describe the journey we take students on when we study literature. Within the safe environment of the classroom, students step close to the windowpane, peering into the worlds that exist on the other side—fictional or real. These worlds illuminate various social structures, cultural norms, and gender constructions. Students lay bare the complexities of life and examine the 'intersections of individuals with their time and place'(Valarie G. Lee & Marjorie E. Madden). They pause, consider, reflect, analyse, argue, and create responses to questions surrounding moral integrity, right and wrong. Engaging with these worlds can evoke a myriad of emotions for our students, ranging from joy and excitement to sadness, anger, and fear, which builds their capacity to understand the world in all its facets.

The ability to empathise is increasingly recognised as one of the essential skills our young people need as they prepare to enter the workforce. The emphasis on fostering empathy among adolescents is centred on nurturing the development of the whole student (World Economic Forum, UQ). This skill is crucial not only for achieving success in professional settings but also for thriving in their personal environments. According to Zhou (2022), ‘empathy serves as a fundamental principle in education’ and this principle of developing empathy is a driving factor in the English classroom at Somerset College.

Bibliography

Zhou, Z. (2022). Empathy in Education: A Critical Review. National University of Singapore.
Fassler, Joe. (2015) How Literature Inspires Empathy. The Atlantic.
Franzese, A. (2017). The Role of Empathy in Education. Journal of Educational Psychology, 109(5), 699-710.
Meekin, S. (2013). The Power of Literature in Developing Empathy. Journal of Literary Studies, 29(2), 145-160.
University of Queensland - https://study.uq.edu.au/stories/what-skills-do-employers-want
Valarie G. Lee, & Marjorie E. Madden, The Power of Life Histories: Moving Readers to Greater Acts of Empathy Through Literature and Memoir, College of Education, Rowan University
World Economic Forum - https://www.weforum.org/

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