This blog was kindly authored for HEPI by Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary University of London.
In the face of global conflicts such as the ongoing strife between Israel and Palestine, educational environments can become challenging landscapes, particularly for students who hold differing viewpoints. We have seen encampments set up on campuses with rallies involving activists and residents, which poses risks to university communities and has led to damage to university property.
These conflicts are often complex and emotionally charged, and the response of institutions can potentially escalate tension, causing backlash from students and the local community. What worries me the most is that the conflict can also seep into classrooms, undermining harmony and the collaborative spirit necessary for effective learning. This underscores the importance of fostering an atmosphere of compassion within the classroom and during group work.
Regrettably, it appears that most institutions in the UK adopt a passive stance, lacking a proactive action plan to prevent the spillover of conflict repercussions into the classroom environment. This lack of preparedness puts both students and staff at risk, and it would negatively impact the educational experience.
The Impact on Students
Students, especially those with personal or cultural ties to the region, may find themselves grappling with strong emotions and conflicting viewpoints. Even those without direct connections can be affected, as they form opinions based on the information they consume or the influence of their peers.
These differing viewpoints can lead to heated debates, misunderstandings, and even hostility, undermining the collaborative learning environment in the classroom. The conflict has also been a source of tension and distress for many students, leading to feelings of depersonalisation where individuals feel detached or disconnected from themselves.
Hence, it is crucial to recognise these challenges, address them proactively, and foster an atmosphere that allows for respectful dialogue and mutual understanding in our classroom activities.
The Role of Compassion in Education
I believe compassion is a cornerstone value for overcoming differences in these challenging times. As compassion is the ability to understand another’s pain and the desire to alleviate it, thus, it plays a pivotal role in creating a conducive and inclusive learning environment for all students.
As compassion encourages empathy, promotes mutual respect, and helps students navigate disagreements constructively, it is particularly important in the current circumstances as it can help students appreciate diverse perspectives, work towards common goals, and create a safe and inclusive group dynamic.
While some may argue that compassion is a virtue that comes to man by nature, it is also a trait and personal quality that can be nurtured. Moreover, compassion is a skill and competence that can be acquired: a crucial skill not only for understanding the nature of the suffering of others but also for connecting with people’s experiences and having the ability to step back and determine what is likely to be helpful. On the contrary, being empathetic to distress without the competence to handle it can lead to burnout.
Implementing Compassion in the Classroom
Fostering compassion in the classroom involves a multi-faceted approach. Educators can integrate compassion into the curriculum, model compassionate behaviour, and create a compassionate learning environment. Institutions can also provide training sessions and awareness workshops on compassion in the classroom during these sensitive times to cultivate peer-to-peer compassion and recognise and reward compassionate actions.
As an advocate for compassionate pedagogy, I always promote reflection activities in my class to instil compassion in my students. After each group activity, I always ask my students to reflect on their experiences, focusing specifically on instances of compassion.
For example, they consider questions such as: ‘How did I demonstrate compassion during this activity?’, ‘What instances of compassion did I observe among my peers?’, ‘How did compassionate behaviour influence the group dynamics and the outcome of our work?’ and ‘How can I better show compassion to my peers?’.
As the attainment indicators show the gap increasing, I am concerned that global conflicts will further impact the performance of certain groups of students. However, a study by Professor Theo Gilbert shows that compassion is positively associated with social and learning experiences that can enhance students’ critical thinking and minimise the attainment gap.
Given this, I am convinced that compassion should be embedded into our education system throughout all stages, as it is a powerful skill that can help cultivate more collaborative societies and equip students with the discernment to navigate complex social dynamics and address challenges empathetically and effectively.
Conclusion
As we (educators) are preparing for the new academic year, we must proactively seek methods to preserve harmony among students and foster an environment of mutual care and respect. I believe by promoting understanding, empathy, and respect, we can create a learning environment that not only mitigates potential negative impacts due to the global conflict but also prepares students to become compassionate and resilient global citizens in this turbulent world.