2.1 Pedagogies of compassion or compassionate pedagogies?

The two terms have similarities but are used in somewhat different contexts. It may be that when leaders of learning use compassionate pedagogies they model the kinds of thinking and ways of reasoning that underpin the use of pedagogies of compassion in working towards sustainability.

Using compassionate pedagogies requires consciously facilitating learning in a way that seeks to include and interact caringly with all people. It is more than ‘being kind’; it is about applying what we know about wellbeing and the impact of mental wellbeing on study and work, to ensure that the learning experience of all – both learners and leaders of learning – is a positive one. Compassionate pedagogies signal clearly that all are valued so that all may succeed. This is especially important for those who have historically been excluded or felt silenced by conventional approaches to learning. Embedding compassionate pedagogies into the curriculum across courses and modules sustains interest and engagement, as well as supporting all who study and work in a learning context to enjoy success. Compassionate pedagogies seek to create space for empathetic interactions between learners and those leading learning throughout the learning and teaching experience, recognising and respecting all forms of otherness and nurturing all.

Compassionate pedagogy requires rethinking inherited signature pedagogies and offering alternative, more truly inclusive and interactive approaches alongside them.

  Reflection

Timing:

How do people learn kindness and compassion?

What do you think needs to change in terms of kindness and caring in society? Do you think the use of compassionate pedagogies has a place in making a kinder and more caring world? If so, in what ways?

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2 Using pedagogies of compassion

2.2 Examples of compassionate pedagogies