Society for History Education

Historical Empathy and Its Implications for Classroom Practices in Schools

Author(s): Kaya Yilmaz
Source: The History Teacher, Vol. 40, No. 3 (May, 2007), pp. 331-337
Published by: Society for History Education
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Historical
Empathy for
andItsImplications
Classroom inSchools
Practices

KayaYilmaz
MarmaraUniversity,
Istanbul,Turkey

MANY RESEARCHSTUDIEShaveshown howstudents engagewith

historical
documents, make senseof the and
past, develop un-
historical
toconstruct
derstanding theirownhistorical knowledge. Someofthese
havedealtspecifically
studies withempathy. I define
empathy orhistorical
imaginationas theability tosee andjudgethepastinitsownterms by
tounderstand
trying thementality, frames ofreference,beliefs,
values,
andactionsofhistorical
intentions, agentsusinga variety ofhistorical
evidence.
Empathy is theskilltore-enactthethoughtofa historical
agent
inone'smindortheability toviewtheworldas itwasseenbythepeople
inthepastwithout imposing today'svaluesonthepast.Thisarticle aims
tosynthesizethescholarly literature
aboutempathy, drawingon theworks
ofbothpastandrecent scholarshipinhistoryeducation.Itwillshowhow
researchers
educational anddisciplinary haveviewed,
historians discussed,
andstudiedthenotion ofhistorical empathy atboththetheoretical and
theempiricallevels.Itwillfirst the
pinpoint conceptual issuessurround-
ingtheterm andthenmoveontoexplain theefforts theterm
totranslate
fromtheory intopractice.

DebatesabouttheMeaningoftheTerm

Thediscussion
must efforts
beginbyexamining todefine
thenotion
of
TheHistoryTeacher Volume40 Number3 May 2007 a KayaYilmaz

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332 KayaYilmaz

historical empathy withitsdifferent dimensions. Depending onwhere the

term isused,ittakesonquitedifferent meanings. Becauseempathy isas-
sumed topurport theaffective domain ofhuman skillsinpeople'severyday
use,"toocommonly, people misunderstand historical empathy as sympathy
orkindofappreciative sentiment. Thisunderstanding ofempathy means
a
developingpositive attitude or feeling toward an individual, event, or
situation."' Within the scholarly community, the term is assigned diverse
meanings bydifferent disciplines. Forinstance, inthefieldofpsychology
empathy isdefined inseventeen separate ways.2 Whether anyofthemean-
ingsthatpsychologists assigntoempathy canbe applicable tothestudy
ofhistory is discussed byeducation researchers. It is arguedthatall of
psychologists' assigned meanings oftheterm empathy areoflimited use
inhistory inthatthere is a conceptual difference between historians'and
psychologists' intended useoftheterm. Whilehistorians areconcerned
withunderstanding thepastorthedistance between thepastandpresent,
psychologists areconcerned withthepresent world, andthusareableto
establish a reciprocal context fora contemporary relationship.3
Forhistorians, empathy refers toa combination ofintellectual andimagi-
nativecapacity.4 Theterm isused a
sometimes as synonym "perspective for
taking."'5Making a connection between historical empathy andhistorical
understanding, Lee andAshbydefine theterm as "theability tosee and
entertain asconditionally appropriate, connections between intentions,cir-
cumstances, andactions, andtoseehowanyparticular perspective would
actually haveaffected actions inparticular circumstances."6 According to
Barton, historical empathy is the skillto how
recognize people inthepast
viewedtheir circumstances, evaluated theiropinions, madedecisions, and
howtheir were
perceptions shapedby theirvalues, beliefs, and attitudes.7
Likewise, Downey, whoprefers theterm "perspective taking" totheterm
historical empathy, defines theterm as theability tounderstand historical
characters' frames ofreference onthebasisofhistorical factsandevents
without trying toidentify orsympathize withtheir feelings.8
Viewing as a
empathy second-order, structural,andmetahistorical con-
cept,Lee states that"empathy tendstobe usedtomeantheexplanation
either ofactionitself, oroftheideas,beliefsandvaluesthatlie behind
actions andsocialinstitutions."' VanSledright explains historicalempathy
interms ofwhatitis not:"Empathy doesnottaketheform ofa simple
andtemporary propensity 'to feellike'or 'walkin theshoesof' those
wholivedbefore us 'as though theywereus.'Rather historical empathy
demands considerable thoughtful effort."10 In the National Standards for
history,empathy is defined as "the ability to describe the pastthrough the
eyesandexperiences ofthosewhowerethere, as revealed through their
literature, art,artifacts, and the like, and to avoid 'present-mindedness,'

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Historical andItsImplications
Empathy 333

thepastsolelyinterms
judging ofthenorms
andvaluesoftoday.""

TheNatureandCharacteristic
FeaturesofHistorical
Empathy
Education researchers haveusuallyexplained thenature ofhistorical
empathy within the context of historicalinquiry and historical
understand-
ing.They have referredto and made use ofdisciplinaryhistoryperspective
inelucidatingthecharacteristic features ofhistoricalempathy.Thatis,their
frames ofreference withrespect tohistorical empathy aregenerally
based
on disciplinary For
history. instance, Foster has claimed thathistorical
empathy liesatthecoreofhistorical inquiry.12Similarly,Davishasargued,
"Empathy constitutes oneoftheessential elements ofhistorical
think-
ingandrigorous historical inquiry thatresult indeepened understanding
withincontext. Forthemostpart, itis intellectualinnature,
butcertainly
itmayinclude emotional dimensions."13 Asserting that
historical
empathy
shouldnotbe basedsimply onexercises inimagination, overidentifica-
tion,orsympathy, FosterandYeagerstate, "Thedevelopment ofhistori-
cal empathy instudents is a considered andactiveprocess, embedded in
thehistoricalmethod."a4 Taking into account the nature,processes,and
purposes ofdisciplinary history andhistorical inquiry withinthecontext
ofsecondary schoolclassrooms, Foster hasidentified sixcharacteristics
orcomponents ofhistorical empathy interms ofwhatempathy involves
ordoesnotinvolve. Hispoints areas follows. Historicalempathy:
* doesnotinvolve imagination, orsympathy,
identification,
* involves understanding people's actionsinthepast,
* involves a through appreciationofhistoricalcontext,
* demands multiple forms ofevidence andperspective,
* requires studentstoexamine theirownperspectives,
* encourages well-grounded buttentativeconclusions.'5
WhatDoesIt TaketoEngageinHistorical
Empathy?

Engaging inhistorical
empathyisbothdemanding andchallenging
for
studentsevenattheknowledge rankofeducational
level,thelowest objec-
tives.Firstofall,students
mustknowmorerather thanfewer historical
facts,
concepts, andinterpretations
topractice inorder
Likewise,
empathy.16
tosuccessfully and
employ develop historical
empathy,students
must:
* accessauthentic
historical
sources,
engagingincritical
examina-
tionofthosesourcesandunderstanding
thenatureofhistorical
conclusions,"
* havea balanceofimaginative andmethodical
speculation investi-
gation,18
* relivethethoughts
ofpastindividuals
throughtheheuristic
of

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334 KayaYilmaz

contextualization,19
*"examine,appreciate,andunderstand theperspectives ofpeoplein
thepastandto renderthemintelligible to contemporary minds,"20
* makereasonedevidential reconstructionin additionto takinga
positionto reconstruct
a setofbeliefs,values,goals,andattendant
feelingsthathistorical
agentshad,21
* engagein sustainedeffortandthoughtful strategyto suspendtheir
presentworldviewswhenexamining thepastin orderto avoida
understanding
presentist ofthepast,i.e.,understanding thepast
eventson theirowntermswithout judging them through ourcon-
temporary criteria.22

TheoryIntoPractice:
forExercising
PracticalSuggestions Empathy
Inaddition
toapproaching
thenotion
ofhistorical
empathyfroma theo-
retical scholars
perspective, attheempirical
alsohavedealtwiththeterm
level.Theyhaveprovidedsuggestions abouthowthehistory teachercan
benefitfromhistorical
empathy byemploying itas a teachingtoolin the
classroom.AccordingtoPortal,ittakesfivestepsforstudents tobe ableto
engage inempathyand developtheir perspective taking To practice
skills.
historical
empathy,students
should be able to:
1) projecttheirownthoughts historical
andfeelingsintoa particular
situation,
2) distinguish periodunderstudyfromtheirown,
thehistorical
3) a
employ variety of reference
materials andcontemporary sources
relatedto thetopictheyarestudying,
4) presenta particular
personorsituation in a waythatextendsbeyond
themerelytypicalto encompasstheuniquecircumstances ofthecase,
5) makeuse ofthetwo-sided narrative
to illustrate
theroleof
inadequately empathic betweenthehistorical
relationship participants
in givingriseto misunderstanding,
conflict,ortragedy.23

theconstructs
withhowtotranslate
Concerned ofhistorical
empathy
intomeaningfulclassroom Fosteralsohasoffered
practices, valuablesug-
gestionsforteachersofhistory. that
He recommended teachers:
* focusona puzzling andparadoxical inthepastwhileprac-
situation
empathy
ticing in
exercises orderto initiate
curiosityamongstudents
andtohelpthem the
distinguish remote pastperiod therecent
from
past,
* provide withsomeknowledge
students ofhistorical
contextand
chronologybeforedelvingdeeplyintotheselectedtopicofstudy,
* introduce a widerangeofprimary andsecondary sourcestostudents,
dependingon the and
cognitive developmental of
levels students,

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Historical andItsImplications
Empathy 335

* encourage studentstoaskcritical ofsources

questions tohelpavoid
theriskoftaking anysourcesatfacevalue,
* scaffoldandbuildupstudents' learningtohelpthem develop dispo-
sitions
toaskmorecomplex andthought-provoking questions,
* urgestudents toaskquestionsofthemselves whenexamining his-
torical
documents,
* encourage studentstoidentifysourcesandgivereasons whythe
sourcesthey selectedare mostusefulinshedding on
light past
events,
* helpstudents bewaryofthetentativeness oftheir
finalconclusions
andinterpretationswithwhichothers mightdisagree,
* recognizethatengaging inmeaningful
students empathy inquiry
takessubstantialclassroomtime,energy, andresources,
effort,
* andunderstand thattheselection
ofproper materials,
asking prob-
ingquestions, stimulating
thoughtful leading
investigation, theclass
discussion,andmaintaining themomentum ofinquiry arecentral
tothesuccessful implementationofhistorical
empathy exercisesin
classrooms.24

Likewise,history teachers
aresuggested toevaluatestudents'engage-
mentwithhistorical empathy the
through following fourcriteria.
Students
must:1) indicatethatthepastis different
fromthepresent anda historical
outcomeis specificto timeand place,2) explaintheperspectives they
takeand theirconsequencesforthehistorical participants involved,3)
developfactually accurate
perspectivesonthebasisofhistoricalevidence,
and finally,4) judge whetherthestudentis demonstrating theabilityto
distinguishbetweenpastperspectives and shiftskillfully
fromone per-
spectiveto another.25

Conclusion

thedivergent
By discussing andconvergent perspectivesontheterm
empathy,I havetriedto document thescholarly effortstodefine, con-
and the
ceptualize, clarify meaning, nature,and characteristic
featuresof
thenotionofhistorical
empathy. A review ofliterature
clearlyshows that
havenotyetcometoterms
scholars witheachother aboutthedefinition
oftheterm.Empathy stillstandsas a problematicandambiguous term,so
ofempathy
anygivendefinition issubjecttodispute.26
AsDavisconfessed,
eventhoseresearchers
who,likehim, haveattempted toconsider empathy
inhistoryeducationdo notknowenough aboutitandaredoingfurther
research.27
Theseeffortsshouldbe appreciated becausetheyhavebeen
totheliterature
contributing inhistory teachingandlearning byexpand-
our
ing understanding of how and to whatextent studentscan engagein

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All use subject to JSTOR Terms and Conditions
336 KayaYilmaz

historicalthinking andreasoning.In lightofthisreviewofliterature, it

is safetosay that first
the andmostimportant task before socialstudies
educators isnotjusttokeeprefining theprecisedefinition
oftheterm but
alsotrying tocometoterms withtheconceptual implications oftheterm.
Clearer delineationofthecomponents ofhistorical
empathy isneeded. If
a cumulative knowledge baseabout historical
empathy is to be built,an
agreed-upon definition
oftheterm mustemerge from diverse studies.To
that
facilitate process,educational
researcherscanexamine historiography
inorder toseehowdifferentschoolsofhistorical
thoughtdefine andexplain
the term.Since educationalresearchers' of
neglect historiography is one
ofthereasons fortheshortcomings oftheresearchonhistory education, I
wouldsuggest thatnewstudiesbeconducted notonlyonhistorical empathy
butalsoontheteaching andlearning ofhistorybydrawing sufficientlyon
theimplications ofhistoriographyforthestudy ofschoolhistory.

Notes

1. O. L. Davis,Jr.,"In PursuitofHistoricalEmpathy," inHistoricalEm-

pathyandPerspective TakingintheSocial Studies,ed. O. L. Davis,ElizabethA.
Yeager,andStuartJ.Foster(Lanham,MD: RowmanandLittlefield, 2001),3.
2. J.Foster,
Stuart "Historical
Empathy inTheoryandPractice:SomeFinal
Thoughts," inHistoricalEmpathy andPerspective Takingin theSocial Studies,
ed.O. L. Davis,ElizabethA. Yeager,andStuartJ.Foster(Lanham,MD: Rowman
2001), 167.
andLittlefield,
3. Foster,"Historical
Empathy;" Denis Shelmit, "Adolescent IdeasAbout
EvidenceandMethodology inHistory,"in TheHistory ofCurriculum forTeach-
ers,ed. Christopher Portal(London:PalmerPress,1987)," and PeterKnight,
"Empathy: Confusion,
Concept, ina National
andConsequences Curriculum,"
Oxford ReviewofEducation15 (1989): 44.
4. Foster,"HistoricalEmpathy;"and RosalynAshby and PeterLee,
ConceptsofEmpathy
"Children's andUnderstanding in TheHistory
inHistory,"
Curriculumfor ed.
Teachers, ChristopherPortal
(London:PalmerPress,1987),
62-88.
5. "Did theEvilJustRunOutof Justice?
KeithC. Barton, Historical
PerspectiveTakingAmongElementary Students,"
paperpresentedattheannual
meeting oftheAmericanEducationalResearchAssociation, New York,1996.
6. PeterJ.Lee and RosalynAshby,"Empathy, PerspectiveTaking,and
RationalUnderstanding," inHistoricalEmpathy and PerspectiveTakingin the
J.Foster(Lanham,
A. Yeager,andStuart
SocialStudies,ed.O. L. Davis,Elizabeth
MD: RowmanandLittlefield, 2001),25.
7. Barton,4.
8. Matthew T. Downey,"Perspective TakingandHistoricalThinking:Do-
ina Fifth-Grade
ingHistory Classroom," attheannualmeeting
paperpresented

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Historical andItsImplications
Empathy 337

oftheAmerican EducationalResearch Association, SanFrancisco, 1995.

9. Peter Lee,"'WalkingBackwards intoTomorrow:' HistoricalConscious-
nessandUnderstanding History,"
paperpresented atannual meeting ofAmerican
Educational Research NewOrleans,
Association, 2002.
10. BruceA.VanSledright, "From Emphatic Regard toSelfUnderstanding:
Empathy,
Impositionality, andHistorical Contextualization," inHistoricalEm-
and
pathy Perspective TakingintheSocial Studies,ed. O. L. Davis,ElizabethA.
Yeager, andStuart J.Foster
(Lanham, MD: Rowman andLittlefield,2001),55.
11. National CenterforHistoryintheSchools, TheNational Standardsfor
History, (accessed
<http://www.sscnet.ucla.edu/nchs/standards> 10 April2004).
12. Foster, 175.
13. Davis,3.
14. Elizabeth A. Yeager,andStuart J.Foster,"TheRolesofEmpathy in
theDevelopment ofHistorical
Understanding," International Journal ofSocial
Education 13(1998):1-7.
15. Foster, 169-175.
16. Davis,6.
17. K. L. Riley, "Historical
Empathy andtheHolocaust: Theory intoPrac-
Journal
tice,"International ofSocialEducation 13(1998):32-42.
18. Christopher Portal,
"Empathy as anObjective forHistory Teaching,"in
TheHistory ofCurriculumforTeachers,ed.Christopher Portal (London:Palmer
Press,1987),83-133.
19. MimiH. Lee,"Promoting Historical InquiryUsingSecondary Sources:
Exploring thePromise inNewGenres
andPossibilities ofHistoricalWriting,"
paperpresented attheannualmeeting ofAmerican Educational ResearchAs-
sociation,SanDiego,2004.
20. Foster, 175.
21. AshbyandLee,63.
22. Lee andAshby, 21-50;Yeager,andFoster, 1-7.
23. Portal, 83-133.
24. Foster, 175-178.
25. Downey.
26. Foster, 169.
27. Davis,10.

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