Differentiating the Pedagogical Impact of Empathy and Information on Teaching the Sociological Imagination

• In Event: 3532 - Innovative Techniques for Teaching Introductory Courses in Sociology

Abstract

The sociological imagination is a core component of all introductory sociology courses. A main focus of this perspective is how social forces are related to individual lives. Undergraduates are often socialized to rely upon individualistic explanations of public issues. These explanations often blame, dehumanize and “other” the victim, thereby inhibiting the understanding and application of structural analyses. A classroom activity which sought to increase empathy with individuals experiencing “personal troubles” was developed and implemented. Relying upon paired sample testing of pretests and posttests and between experimental and control groups, results indicate the exercise significantly increased student’s understanding of the sociological imagination and reduced victim-blaming. Emphasizing empathy in teaching the sociological imagination had a larger effect than simply the presentation of information on specific topics. The pedagogical implications of these results for teaching introductory sociology are discussed along with the “promise” of sociology in the current socio-political context.

Authors

• Marcia Ghidina, University of North Carolina at Asheville

• Lyndi N. Hewitt, UNC Asheville