intellectual empathy critical thinking

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Intellectual Empathy: Critical Thinking for Social Justice

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Now, Linker shows educators, activists, business managers, community leaders—anyone working toward fruitful dialogues about social differences—how potentially transformative conversations break down and how they can be repaired. Starting from Socrates’s injunction know thyself , Linker explains why interrogating our own beliefs is essential. In contrast to traditional approaches in logic that devalue emotion, Linker acknowledges the affective aspects of reasoning and how emotion is embedded in our understanding of self and other. Using examples from classroom dialogues, online comment forums, news media, and diversity training workshops, readers learn to recognize logical fallacies and critically, yet empathically, assess their own social biases, as well as the structural inequalities that perpetuate social injustice and divide us from each other.

• ISBN-10 0472052624
• ISBN-13 978-0472052622
• Publisher University of Michigan Press
• Publication date December 8, 2014
• Language English
• Dimensions 6 x 0.9 x 9 inches
• Print length 240 pages
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• Publisher ‏ : ‎ University of Michigan Press (December 8, 2014)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 240 pages
• ISBN-10 ‏ : ‎ 0472052624
• ISBN-13 ‏ : ‎ 978-0472052622
• Item Weight ‏ : ‎ 13.1 ounces
• Dimensions ‏ : ‎ 6 x 0.9 x 9 inches
• #660 in Human Rights Law (Books)
• #2,918 in Discrimination & Racism
• #2,993 in Philosophy of Ethics & Morality

About the author

Maureen linker.

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Intellectual Empathy

Critical thinking for social justice.

A guide for facilitating discussions about socially divisive issues for students, educators, business managers, and community leaders

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Description

Intellectual Empathy  provides a step-by-step method for facilitating discussions of socially divisive issues. Maureen Linker, a philosophy professor at the University of Michigan–Dearborn, developed Intellectual Empathy after more than a decade of teaching critical thinking in metropolitan Detroit, one of the most racially and economically divided urban areas, at the crossroads of one of the Midwest’s largest Muslim communities. The skills acquired through  Intellectual Empathy  have proven to be significant for students who pursue careers in education, social work, law, business, and medicine.

Now, Linker shows educators, activists, business managers, community leaders—anyone working toward fruitful dialogues about social differences—how potentially transformative conversations break down and how they can be repaired. Starting from Socrates’s injunction know  thyself , Linker explains why interrogating our own beliefs is essential. In contrast to traditional approaches in logic that devalue emotion, Linker acknowledges the affective aspects of reasoning and how emotion is embedded in our understanding of self and other. Using examples from classroom dialogues, online comment forums, news media, and diversity training workshops, readers learn to recognize logical fallacies and critically, yet empathically, assess their own social biases, as well as the structural inequalities that perpetuate social injustice and divide us from each other.

Maureen Linker is Professor of Philosophy at the University of Michigan–Dearborn; she received the University Distinguished Teaching Award and the Susan B. Anthony Award for advancing the cause of women.

"Linker’s writing style is conversational and engaging, and her impeccable integration of scholarship with compelling, multi-layered contemporary examples and case studies makes it an excellent resource for theorists." --Debra Jackson,  Teaching Philosophy - Debra Jackson

"Linker’s book introduces a framework of analytic philosophy to intergroup dialogue, balancing accessibility and theoretical rigor—suitable for undergraduate and graduate students, as well as faculty and clinicians." --David S. Byers,  Smith College Studies in Social Work - David S. Byers

News, Reviews, Interviews

Read: Maureen Linker in The Michigan Journal, Dearborn, MI ( Link ) | 10/14/2015

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Review of Maureen Linker's Intellectual Empathy: Critical Thinking for Social Justice

2015, Teaching Philosophy

Related Papers

Maureen Linker

Leigh Patel

Megan Boler

Empathy is widely embraced as a means of educating the social imagination; from John Dewey to Martha Nussbaum, Cornel West to bell hooks, we find empathy advocated as the foundation for democracy and social change. In this article I examine how students' readings of Art Spiegelman's MA US, a comic-book genre depiction of his father's survival of Nazi Germany, produces the Aristotelian version of empathy advocated by Nussbaum. This 'passive empathy', I argue, falls far short of assuring any basis for social change, and reinscribes a 'consumptive' mode of identification with the other. I invoke a 'semiotics of empathy', which emphasizes the power and social hierarchies which complicate the relationship between reader/listener and text/speaker. I argue that educators need to encourage what I shall define as 'testimonial reading' which requires the reader's responsibility.

Equity & Excellence in Education

Lillian Castaneda

Cultural Studies

Annals of the New York Academy of Sciences

Oscar Vilarroya , Arcadi Navarro

Social Issues and Policy Review

Nadia Naveed ahmad

Barrett Emerick

Over the course of her career, Jean Harvey contributed many invaluable insights that help to make sense of both injustice and resistance. Specifically, she developed an account of what she called “civilized oppression,” which is pernicious in part because it can be difficult to per- ceive. One way that we ought to pursue what she calls a “life of moral endeavor” is by increasing our perceptual awareness of civilized oppression and ourselves as its agents. In this article I argue that one noxious form of civilized oppression is what Miranda Fricker calls “testimonial injustice.” I then follow Harvey in arguing that one of the methods by which we should work to avoid perpetrating testimonial injustice is by empathizing with others. This is true for two reasons. The first is that in order to manifest what Fricker calls the virtue of testimonial justice, we must have a method by which we “correct” our prejudices or implicit biases, and empathy serves as such a corrective. The second is that there are cases where the virtue of testimonial justice wouldn’t in fact correct for testimonial injustice in the way that Fricker suggests, but that actively working to empathize would.

Thomas Fuchs

Art, Design & Communication in Higher Education

Stacey Salazar

Contributions in this issue describe ways in which educators push the boundaries of art and design pedagogy, especially through identity development and empathy, to centre student voice and dismantle oppressive institutional structures.

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Maureen Linker, Ph.D.

Teaching Areas:

Research areas:, biography and education.

Maureen Linker received her Ph.D. in philosophy in from the City University of New York, Graduate Center.  She is currently Professor of Philosophy in the Department of Literature, Philosophy, and the Arts. She has published in a variety of academic journals including The Criminal Law Quarterly, Social Theory and Practice, and the International Journal of Argumentation. Her most recent book is Intellectual Empathy: Critical Thinking for Social Justice, published by University of Michigan Press in 2015.  In addition to writing and classroom teaching, Maureen has led workshops on "Diversity Fatigue,"  "Navigating Difficult Dialogues," " Finding Common Ground through Intellectual Empathy, and "Managing Cultural Competency. 

PhD Institution: City University of New York/Graduate Center, 1996

Selected Publications

Intellectual Empathy: Critical Thinking for Social Justice, University of Michigan Press, 2015, 237 pages.  

"Epistemic Privilege and Expertise in the Context of Meta-Debate, " Argumentation, Vol. 28, No. 1, 2014, pp. 67-84.

"Do Squirrels Eat Hamburgers: Intellectual Empathy as a Remedy for Residual Prejudice" in Informal Logic, Vol. 31, No. 2, September 2011, pp. 110-138.

"When Worlds Collide: The Global Exportation of Anti-Enlightement Scholarship" in Social Theory and Practice: An International and Interdisciplinary Journal of Social Philosophy, Vol. 31, No. 3, 2005, pp. 451-464.

Awards and Recognition

Faculty Research Award, Women's and Gender Studies, 2015

University Distinguished Teaching Award, 2009

Susan B. Anthony Award, 2006

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Valuable Intellectual Traits

Valuable Intellectual Virtues (September 2014). Foundation For Critical Thinking, Online at website: www.criticalthinking.org )

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Critical Thinking

• What is Critical Thinking?
• Intellectual Standards
• Elements of Thought

Intellectual Traits

• Intellectual Traits - What Are My Intellectual Habits?

Critical Thinking and The Intellectual Traits by Dr. Richard Paul

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If standards of thought are applied, a student has potential to grow into an individual who exhibits the intellectual character described by the Paul- Elder Intellectual Traits. These intellectual traits include intellectual integrity, independence, perseverance, empathy, humility, courage, confidence in reason and fair-mindedness (Figure 1). - By Crest + Oral-B Professional Community

Intellectual integrity  – this trait requires that the standards that guide actions and thoughts need to be the same standards by which others are evaluated. an individual exhibiting this trait treats others with kindness while avoiding harm and outwardly projects this trait. this trait eliminates double standards and hypocrisy., intellectual autonomy  – this trait requires an individual to use critical thinking tools, such as the paul-elder model, and to trust their own ability to reason critically. for example, a dental professional exhibiting intellectual autonomy will ask questions about new products and will critically think through all aspects of the products to determine their implications of use. these individuals do not have to rely on others to do their thinking., intellectual perseverance  – the tag phase for this trait is "never give up" and encourages individuals to work through any difficulties. a clinician exhibiting intellectual perseverance has to depend on their critical thinking toolkit to keep working through challenging patient issues or unfamiliar situations., intellectual empathy  – an individual achieves intellectual empathy when they actively put themselves in someone else’s shoes in terms of how they think and feel. for instance, a dental clinician may encounter a patient who has a different viewpoint about certain dental preventive agents such as fluoride. a clinician exhibiting intellectual empathy strives to understand the patient’s point of view in order to think fully about the situation before responding to it. while the clinician does not have to agree with your patient’s point of view, intellectual empathy demands that they accurately represent the thinking of a different view despite what they believe., intellectual humility  – individuals exhibiting intellectual humility accept they are human and that they do not know everything. they continue to learn and grow as they age. they acknowledge their limitations. dental professionals exhibiting intellectual humility are okay to tell patients they are not familiar with a certain product, technique, condition or research behind the product or technique, and acknowledge that they are an ongoing learner in the profession., intellectual courage  – individuals with intellectual courage stand up for their beliefs and the conclusions they have fully thought through, especially when it is difficult to do so. sometimes it will not be a popular or common thought, but if they stand up for their beliefs, change can occur., confidence in reason and fair-mindedness  - utilizing the elements of thought and the standards will lead to confidence in reason and fair-mindedness and requires individuals to look at all of the evidence and relevant points of views and arrive at conclusions that embodies the intellectual traits. this allows dental professionals with confidence in reason and fair-mindedness to trust, as thinkers, to come to sound conclusions for patient care simply by applying the framework to their thought process. 2-6.

Dr. Richard Paul briefly defines and discusses the Intellectual Traits and the importance of fostering their development in students. Excerpted from the Spring 2008 Workshop on Teaching for Intellectual Engagement. Apr 15, 2008 - (9:53)

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S49E23 - Innovative Ways to Develop Empathy and Critical Thinking Skills as a Leader, with Melanie Bell Human Capital Leadership

In this podcast episode, Dr. Jonathan H. Westover talks with Melanie Bell about innovative ways to develop empathy and critical thinking skills as a leader. Melanie Bell (https://www.linkedin.com/in/melanieabell/) is the Co-Founder of Strategic Piece, a company that helps B2B businesses generate outstanding revenue growth by bringing together their marketing, sales, and service teams around an information-driven customer experience built on the HubSpot platform. Melanie is an active angel investor and mentors the student accelerator programs at Rice University's OwlSpark and the University of Houston's RED Labs. She was also the President of Marketing Interface, a company created in 2014 before Strategic Piece. However, she is not only about marketing; she founded Leaders Who Fiction while operating her marketing strategy and technology consulting firm. At Leaders Who Fiction, Bell is helping people acquire and develop leadership qualities through fiction reading and intellectual, business-oriented conversations centered around a selected novel.  Check out all of the podcasts in the HCI Podcast Network! Check out the ⁠HCI Academy⁠: Courses, Micro-Credentials, and Certificates to Upskill and Reskill for the Future of Work! Check out the LinkedIn ⁠Alchemizing Human Capital⁠ Newsletter. Check out Dr. Westover's book, ⁠The Future Leader⁠. Check out Dr. Westover's book, ⁠'Bluer than Indigo' Leadership⁠. Check out Dr. Westover's book, ⁠The Alchemy of Truly Remarkable Leadership⁠. Check out the latest issue of the ⁠Human Capital Leadership magazine⁠. Each HCI Podcast episode (Program, ID No. 655967) has been approved for 0.50 HR (General) recertification credit hours toward aPHR™, aPHRi™, PHR®, PHRca®, SPHR®, GPHR®, PHRi™ and SPHRi™ recertification through HR Certification Institute® (HRCI®). Each HCI Podcast episode (Program ID: 24-DP529) has been approved for 0.50 HR (General) SHRM Professional Development Credits (PDCs) for SHRM-CP and SHRM-SCPHR recertification through SHRM, as part of the knowledge and competency programs related to the SHRM Body of Applied Skills and Knowledge™ (the SHRM BASK™). Human Capital Innovations has been pre-approved by the ATD Certification Institute to offer educational programs that can be used towards initial eligibility and recertification of the Certified Professional in Talent Development (CPTD) and Associate Professional in Talent Development (APTD) credentials. Each HCI Podcast episode qualifies for a maximum of 0.50 points.

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