Mir Abdullah Miri
Abstract
Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The ...
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Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The discussion begins by exploring the emotional responses such as sympathy and empathy, before moving on to unveil new concepts like metapathy and transpathy. Metapathy signifies a forward-thinking approach, emphasising future thinking, success, and personalised lasting solutions. Transpathy goes further, integrating a deep emotional investment that encompasses love. These levels of concern are woven into a cohesive set of guiding principles, offering teachers, organisations, and researchers more than strategies; they present a visionary pathway for fostering individual empowerment and integration within the refugee community. The paper calls for tangible changes in policy and practice to enhance refugee education by applying levels of concern, relational aspects of social justice, and a comprehensive emotionally invested approach. It concludes with an invitation to create a compassionate and inclusive educational landscape guided by a legacy of empathy, transformation, and love.
Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae
Abstract
Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...
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Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it sought to investigate which types of emotions are typically experienced with different concern types, and which one is deemed as the most desirable one among students. As the first step, five different scenarios measured the emotions experienced by each type of concern (i.e., apathy, sympathy, empathy, metapathy, and transpathy). The scenarios’ validity was verified with the consolation of professionals. The data obtained from 104 participants revealed that transpathy enjoys the highest percentage of positive emotions, and subsequently, transpathic teachers are deemed as the most successful ones. However, despite being overly concerned, negative emotions were also attributed to metapathatic and transpathic teachers, reaffirming the friction previously mentioned in studies.
