Achieving Moralised Compassion in Higher Education
Keywords:Moralised compassion, ‘other’, interreading, interculturality, literature
This paper engages with a philosophical conception of moralised compassion. This involves imaginative dwelling on the condition of the other person, an active regard for her good, and a view of her as a fellow human being. We will suggest that we ought, following Schopenhauer, to cultivate moralised compassion if we are to have just relations and just institutions. This will enable us to consider compassion not just as a private interpersonal value, but as a broader institutional and global value. Many universities still proclaim a three–stranded mission: to educate for personal development, to create public/societal benefit, and to prepare students for the labour market. There is an emerging set of voices critically questioning what they see as an overly dominant obsession with training students to serve the economy, and that universities are increasingly focused on the private, rather than the public good. We will reflect on meanings and enactments of compassion within the ‘engaged’ university by asking a number of related questions. We will explore how universities can offer leadership on moralised compassion, both at an individual and institutional level to their students, and how teachers can offer a more culturally sustaining pedagogy to their students, which values and defends cultural pluralism and cultural equality. One way in which we might cultivate compassionate regard is to use the embodied experiences and suggestive capacities of literature to [re]imagine or [re]conceive beliefs or attitudes, to cultivate perception, discernment and responsiveness. The paper concludes by proposing some practical suggestions on how moralised compassion might inflect and inform creative interconnections and interdependency between universities at a global level.
Barnett, R. (2011). Being a university. London and New York: Routledge.
Barros, R. (2012). From lifelong education to lifelong learning. RELA, 3(2),119-134.
Blum, L. (1980). Compassion. In A. Oksenberg Rorty (Ed.), Explaining emotions, (pp. 507-518). Berkeley: University of California.
Booth, W.C. (1988a). The company we keep: An ethics of fiction. Berkeley and Los Angeles: University of California Press.
Collini, S. (2012). What are universities for? London: Penguin.
Duckworth, V. and Tummons, J. (2010). Contemporary issues in lifelong learning. Maidenhead, Berkshire: Open University Press/McGraw-Hill Education
Ellison, J. & Eatman, T. K. (2008). Scholarship in public: Knowledge creation and tenure policy in the engaged university. Syracuse, NY: Imagining America.
Kramsch, C. (2013) Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78.
Harman, T. & Varga-Dobai, K. (2012). Critical performative pedagogy: emergent bilingual learners challenge local immigration issues. International Journal of Multicultural Education, 14(2), 1-17. Retrieved from file:///C:/Users/The%20Boss/Downloads/512-3436-1-PB.pdffile:///C:/Users/The%20Boss/Downloads/512-3436-1-PB.pdf
Hewitt, J. (1979). Once alien here’ In F. Ormbsy (ed.) Poets from the north of Ireland. Belfast: Blackstaff Press.
Higher Education Funding Council (England)(2018) Student characteristics: disability. Available at: http://webarchive.nationalarchives.gov.uk/20180319122232/http://www.hefce.ac.uk/analysis/HEinEngland/students/disability/. Last accessed: 21/10/2018
Hoffman, M.L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge: Cambridge University Press.
Lundy, L. (2018). In defence of tokenism. Children’s rights to participate in collective decision making. Human Rights Education Review, 0-24.
Maguire, L. K., Byrne, B. and Kehoe, S. (2018). Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: A discussion paper. International Journal of Research and Method in Education. 44(1), 89-103.
Molesworth, M.; Scullion, R. & Nixon, E. (2011). The marketization of higher education and the student as consumer. London and New York: Routledge.
Mukherjee, N. (2015). The lives of others. London: Vintage.
Nussbaum, N. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.
O’Brien, F. (1939). At swim-two-birds. London: Longman Green& Co.
Pells, R. (2017). Top universities still too ethnically segregated. Independent, 15 August. https://www.independent.co.uk/news/education/education-news/uk-universities-ethnically-segregated-bme-white-report-bath-medicine-dentistry-a7893996.html
Schopenhauer, A. (1995). On the basis of morality (E.F.J. Payne, Trans., D.E. Cartwright, Intro.). Indianapolis/Cambridge: Hackett Publishing Company.
Solomon, R.C. (1993). The passions: Emotions and the meaning of life. Indiannapolis/Cambridge: Hackett Publishing Company.
Waddington, K. (2016). The compassion gap in UK universities. International Practice Development Journal, 6 (1), 10.
Wang, H. (2010) Research on the influence of college entrance examination policies on the fairness of higher education admissions opportunities in China. Chinese Education & Society, 43:6, 15-35.
Woodham, L. (2017). Russell Group unis have a serious diversity problem. The Tab., 31 August. Retrieved from https://thetab.com/uk/2017/08/31/russell-group-unis-have-a-serious-diversity-problem-these-are-the-ones-with-the-fewest-bme-students-46742
Zamir, T. (2013). Double vision: Moral philosophy and Shakespearean drama. Princeton: Princeton University Press.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.