By Qin Zhu
As STEM educators, we are often confronted with a critical question: Is there a place for emotion in our classrooms? Will prioritizing the emotional dimension of education or compassion compromise the rigor of STEM disciplines? Rigor is often considered as a fundamental principle in STEM education, as every responsible educator is committed to maintaining the quality of the curriculum and upholding high standards for their students. These students will eventually become future STEM professionals, whose expertise is crucial to public welfare and societal progress. Some people, including some of us who are experienced STEM educators, may question whether humanistic concepts such as compassion can coexist with academic rigor in STEM education. However, we contend that emphasizing emotional well-being and compassion in the classroom does not diminish academic rigor. Rather, it can enhance it, leading to a more holistic and effective approach to learning.
What is compassion, anyway? At its core, compassion begins with the ability to recognize and feel the suffering of others. However, it doesn’t stop there. Compassion also involves a genuine desire to help alleviate that suffering and to enhance the well-being of those who are struggling. It is both an emotional response and a commitment to positive action.
Informed by Rosenberg’s (2003) concept of compassionate communication, Richie Neil Hao (2011) developed a framework for critical compassionate pedagogy, which consists of four key components. Each component provides insights for designing practical pedagogies for creating an inclusive and caring learning environment in the classroom.
- Observation involves the intent to assess students’ needs and learning styles without making immediate judgments or evaluations.
Educators must observe students’ learning styles and interactions with teachers and peers. On the first day of class, you may ask students to introduce themselves and discuss their preferences for different pedagogical approaches. You may ask questions like: Is the student a visual learner? Would it help if the teacher wrote key concepts on the board? Does the student prefer a seminar-style discussion over a lecture format? You could also ask students to complete a questionnaire about their learning needs, including any potential scheduling conflicts that might cause occasional delays arriving to class.
- Feeling refers to the process in which we as educators identify our feelings toward students’ needs.
As educators, we must first honestly reflect on our feelings about teaching our students, especially those who are from underserved communities. Do we anticipate challenges in having these students in our classroom? Do we believe it is unnecessary to adjust our pedagogy to meet their needs? It is okay to feel uncertain, but we must ask ourselves why we feel this way.
- Need is connected to actions that prompt us to ask what we require from our students and what they need from us, to create a culturally inclusive pedagogy.
To understand both our needs and our students’ needs, we can ask questions such as: What kind of pedagogy do we need to develop to help them succeed given their unique cultural backgrounds? What do our students need from us to thrive in the classroom?
- Request encourages educators to develop an open communication with students, inviting them to provide feedback that will help improve teaching practices and further enhance their learning experience.
We need to emphasize that while we are here to help, we cannot do so effectively without students’ feedback. For example, teachers can meet with their students individually during office hours to discuss students’ progress and ask if teaching is meeting their needs. For example, teachers could ask questions like: Is the pace of the class working for students? How are the readings? Are students facing significant challenges with the assignments?
The following table can serve as a tool to guide STEM educators in making reflective decisions, informed by Hao’s (2011) four dimensions of critical compassionate pedagogy, as they develop compassionate pedagogies for their own classrooms.
| Dimensions of Critical Compassionate Pedagogy | Pedagogical Innovation (What pedagogical changes have you made or plan to make in your classroom) | Pedagogical Innovation (What pedagogical changes have you made or plan to make in your classroom) |
|---|---|---|
| Observation | ||
| Feeling | ||
| Need | ||
| Request |
References
Hao, R. N. (2011). Critical compassionate pedagogy and the teacher’s role in first-generation student success. New Directions for Teaching and Learning, 127, pp. 91-98.
Rosenberg, M. B. (2003). Nonviolent Communication: A language of life. (2nd ed.). Encinitas, CA: Puddle Dancer Press.