intellectual empathy critical thinking for social justice

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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
• #415 in Human Rights Law (Books)
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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.

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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.

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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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• Publisher University of Michigan Press
• Publication date 2014
• ISBN 10  0472072625
• ISBN 13  9780472072620
• Binding Hardcover
• Number of pages 240

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