Abstract
Empathy is attracting increased attention within and beyond the academy. In this essay I review relevant theories of empathy and their place within rhetoric and composition. I propose two approaches to teaching empathy: as rhetoric and as disposition. A rhetorical approach incorporates a necessary critical awareness of empathy’s enticements and limitations, while a dispositional approach cultivates empathy as a habit of mind. I argue that writing pedagogies of empathy as rhetoric and disposition are ideally suited to combine the cognitive and affective, critical awareness and practice, to inform not only our engagements with texts but also with one another.
- Journal
- Composition Forum
- Published
- 2016
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Res Rhetorica Jan 2026Ove Bergersen; Heidi Olsen-Hagen
-
Pedagogy Jan 2026
-
Rhetorica Jan 2026The Declamationes maiores and their Humanistic Reception: Calderini and Poliziano in Dialogue with Valla ↗Lorenzo Vespoli
-
Computers and Composition Digital Press Dec 2025Teaching Knowledge Labor and Literacy for the Age of AI and Beyond with Rhetorical Information Theory ↗Nupoor Ranade; Douglas Eyman
-
Composition Forum Oct 2025