The Nature Of Empathy And Its Relevance For Voice Work

How do we sense, understand, and respond to other people’s feelings? What neurobiological, situational, and sociopolitical influences modify these reactions? In the pandemic era, how have online interactions and social distance modified our capacities for empathy? Can empathy be trained; can it go too far; and does it always lead to helpful action? This presentation will combine research from animal studies, neurology, and social psychology, plus real-life examples, leading to suggestions for effective teaching and impactful artistry.

DEFINITIONS: WHAT IS EMPATHY?

Terminological problems

Three recognized components: Somatic; Cognitive; Action-oriented

SOMATIC OR EMBODIED EMPATHY

Neurobiological mirroring of others’ feeling-state

• Influence of sensitivity to own feeling-state
• Influence of kinship and close social bonds
• Relevance of boundaries: whose feelings are whose?

COGNITIVE EMPATHY

Thinking about, imagining, or mentally assuming how someone else feels

• Influence of group affiliation, moral judgment, and cognitive bias
• Importance of active listening and verbal confirmation

COMPASSIONATE ACTION

The choice to relieve others’ distress, or to withdraw

• The difference between caring and making a difference
• How the arts may inspire action—or not

THE TRAINABILITY OF EMPATHY

• Subjective, experiential training
• Objective, formal training
• How compassionate action can feed-back into feelings
• How screens (virtual world) help or hurt

IMPLICATIONS FOR THE ARTS AND ARTS TEACHERS

• Empathy enhances learning
• Empathy touches audiences
• The importance of self-care
• The importance of community
• Life after lockdown: empathy at home, in classrooms, and in the wider world