Page - 28 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

28 REfLECTIvE COsMOPOLITANIsM creatures might feel in response to certain events - this can help us to cultivate humanity. How would you feel, if…? You can also refer to the manual to Christian, Episode 2, leading idea 2 “Putting yourself in the other’s place and empathy”, the manual to www.whatsyourname.you, Episode 1.iscu Discussion Plan: Putting oneself in another‘s place What would happen and how would you feel 1. …if you were a child with no parents? 2. …if your skin had another color? 3. …if you were a dog? 4. …if you were your teacher? 5. …if you were a grandfather? 6. …if you were a child having nothing to eat? 7. ...if you were a child coming from a different country? Exercise: Putting oneself in another´s shoes – empathy Prepare cards. On one side of the notecard write something that someone did to a person. It can be something good or bad, done by a child, a parent, a teacher, a friend, a stranger, it doesn’t matter. For example: “My friend told my secret to eve- ryone in class”. “My cousin gave me the book she likes best.”, “My teacher yelled at me in front of the entire class.”, “I did not get picked for the basketball team.” On the other side of the card, ask the children to write down how it made them feel. For example: I felt betrayed. I felt happy. Each child will get a single card. You can encourage your students to imagine how another person felt. Together we compare the different ideas and imaginations. Discussion Plan: Empathy 1. You have probably heard the proverb, “Don’t criticize a man until you have walked a mile in his shoes.” What does this mean? 2. In what ways can you “walk” in someone else’s shoes? 3. What does empathy mean to you? 4. Can you show empathy? If yes, how? 5. What is the difference between empathy and sympathy? Exercise: Mirroring the actions and emotions of others In this exercise you will put yourself in the shoes of another person –so you´ll be act- ing out her/his situations and assessing his/her feelings. • Find a partner • One of you must be “leader“ and one must be the “mirror“ • The “leader“ starts with different movements and the “mirror“ will imitate as if the “leader“ is looking directly in the mirror • Reverse the roles and repeat the exercise