Empathy

**Not just logic but also EMPATHY.**
The capacity for logical thought is one of the things that makes us human. But in a world of ubiquitous information and advanced analytical tools, logic alone won't do. What will distinguish those who thrive will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others. [Daniel H. Pink, //A Whole New Mind: Why Right-Brainers Will Rule the Future// (Penguin Books, 2006), 66.]

**Test Yourself - What's your level of empathy?**
Take one of the following "tests" to measure your empathy level. How did you do? What do you think it means?
 * //Empathy Quotient// Instrument [Simon Baron-Cohen] - @http://glennrowe.net/BaronCohen/EmpathyQuotient/EmpathyQuotient.aspx
 * //Spot the Fake Smile// [BBC - Science: Human Body & Mind] - @http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/index.shtml
 * //Mind in the Eyes Test// [Simon Baron-Cohen] - @http://glennrowe.net/BaronCohen/Faces/EyesTest.aspx

Need some ideas? Check out these resources:
 * ~ ====** What does EMPATHY look like in our schools? How do we build it into the curriculum? **==== ||
 * 1. Character education, role playing scenarios, looking at others perspectives ||
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 * Empathy Explained [Fox News: //America's Newsroom//]
 * Gossip Girls and Boys Get Lessons in Empathy [//The New York Times//]
 * How Not to Raise a Bully: The Early Roots of Empathy [//Time//]
 * The Empathic Civilisation [RSA Animate]
 * The Empathy Deficit [//The Boston Globe//]
 * The Empathy Economy [//Business Week//]
 * The Lotus and the Synapse [//Newsweek//]
 * Seeds of Empathy / Roots of Empathy
 * Empathy Lab


 * ~ What techniques, strategies, or activities might we use with students to help them develop EMPATHY to support innovation? ||
 * 1. Games, such as //A Day in the Life// ||
 * 2. Have them read about others in different situations. ||
 * 3. Role playing thinking about SS curriculum with History Alive like living statues and act it out ||
 * 4. Classroom Meetings ||
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