[Kieran]

Hi Maria Luísa,

Thanks very much for your great evaluation of the Extensive Viewing Guides.

You’re absolutely right to have evaluated 2 rather than 3 guides!

1. Extensive Viewing guide for the film “Catch me if you can”
This one would work very well with my B1/B1+ students, 3 classes mainly male students, aged between 16 and 19.
I’m positive they would love to watch and do the work for this genre of film. First of all is based on real life events, one of the two main characters is a young male person (the actor is a good looking one too!), and it’s above all, a crime story, a law officer (an adult) chasing a defiant, intelligent youngster who manages, not once but quite many times to outsmart the policeman. At some stage, he even ends up being recruited by the FBI! I’m sure this dichotomy will appeal to them greatly. Also, and because I know them well, come the moment to deal with the social issues questions, this will resonate with many of them, because unfortunately so many are in or come from broken or disfunctional families. This could be their opportunity to talk about or listen to issues without actually feeling they are being put on the spot.

I think the way you have justified your choice of this film is superb. You’ve really put yourself into the shoes of your young male students and thought about the type of film that would appeal to them and the topics which would be of interest to them. Great stuff!

I would have the students working either in pairs or in small groups, giving the chance for stronger students to help weaker ones; they could also use, apart from the glossary, their own devices (using the dictionary trustworthy websites I’ve given them) to find out about other unknown words and I couldn’t wait to see the final projects as a response to this multimodal fantastic resource to learn a language.

Getting the stronger students to help the weaker ones is an excellent idea. Using their mobiles to look up unknown words is another great idea. The final projects multimodal they produce are often really inspiring.

2. Extensive Viewing guide for the film “The Kings’ Speech”
This film (one of my favourites, I confess) I would use form my B1+ and B2 students, mainly girls (only one male student) and they attend a vocational course of Performing Arts. In general, although the majority have a good level of understanding of English, I would use sub-titles, even having a native speaker in the course.

Excellent choice of film for this group profile. Again, you’ve put yourself into the shoes of your students and considered their tastes and interests.

I’m very sure they all would love to watch and do the work for this historical drama film, also based on real life events. The problem faced by the king to be would resonate with many of them, because they many times talk about the fear and the nervousness on stage, they talk about being scaref of forgetting their lines or losing their voice (literally). Also on what social issues questions are concerned they would be very vocal, because this topic of whether your birth/family determines your achievements or your success in life, thus generating lively discussions.

I agree with you that the events in this film would resonate with your students experiences on stage.

As for the modus operandi, I would also have them working in pairs or small groups in order to foster help and learning from their peers. I’m sure I would get very good projects as post-viewing works. They are very creative students.

Your modus operandi for this group makes perfect sense to me. I also agree that more creative students would produce excellent post-viewing projects.

As for the viewing guides, I love that they are (naturally) so carefully organized, from the instructions for the teacher to the ones for the students to the way the guide they are structured. The step-by-step, the scaffolding of the questions, the glossary bringing an array of new vocabulary, the opportunity of using sub-tiltles, either in English or their own language (some students may feel daunted to watch a film without them) will, no doubt help students immerse in so many topics, providing only we choose the appropriate multimodal resource to work with them.

I’m delighted you like the structure of the Extensive Viewing Guides. The use of subtitles is recommended for the vast majority of students, even for those at very high levels. Subtitles in the L1 are recommended for students at levels A1-B1, and in the L2 for students at levels B2-C2.

Thanks again for your great evaluation, Maria Luísa.

All the best,

Kieran

[Kieran]

Hi Stella,

Thanks very much for your great evaluation of the activity sheets.

I think that I could easily use the Film Characters sheet activity with my Primary School students. I would ask them to work in groups and fill in which characters they like/dislike and provide a couple of reasons why.

Yes, I can definitely see the Film Characters sheet activity working well with primary students.

The Character appearance activity also seems applicable with my students and I guess it would be fun for them.

Yes, this very simple activity works very well with young learners.

The film ‘tell me’ questions can help the class to develop a discussion and one student could add ideas on what their classmate has said.

I really like your idea of one student adding ideas on what their classmate has said – this would work really well. The ‘Tell me’ questions were designed for the primary class and work really well.

The prediction task seems interesting and thought provoking for students. They like guessing and checking who has guessed right.

Yes. Young learners do like guessing and checking who was right. There’s a game-like and competitive element to this simple activity.

The trailer activity could be easily used, as well, as the students would be interested in watching the trailer and commenting upon it. It is exciting for them to guess and discuss.

The trailer activity is excellent for younger learners too and generates a lot of speculation, prediction and discussion.

In general, films and videos could raise students’ motivation in learning, their interest, their visual literacy and their critical thinking skills through activities like the ones suggested.

Definitely. These activities do motivate students, and develop their critical thinking and visual literacy skills. I’m delighted you like the activities so much!

Thanks again for your great evaluation, Stella.

All the best,

Kieran

[Kieran]

Hi Maria Luísa,

Thanks very much for your great analysis of The 5Ss and 5Cs Viewing Framework and the scene from ‘American Beauty’.

The camera draws the viewer’s attention to the man, casually dressed in dull colours, screaming in contrast with the ones worn by the woman, who is all dressed up, each one sitting at one ehas nd of the table, distant, very distant; it’s not difficult for the viewer to painfully understand that there is no love lost between the couple.

Excellent analysis of how the slow zoom shot of the camera draws us into the world of the characters.

the third character, the daughter, who arrives late, also dressed in uninteresting colours, but with eyes well marked by a strong black eyeliner, giving the impression of not knowing what she’s doing there.

Nice analysis of the colours associated with a particular character which tell us a lot about ther personality.

The crescendo builds up to the drastic moment when the husband throws the serving dish with the wilted asparagus (another irony?) at the wall, breaking and deciding that the music was to be another one.

Sound does play a vital role in this scene.

Although the camera has taken the viewer through the unpleasant row of a middle aged, unfulfilled in crisis couple, it also showed a sort of lifeless teenager who didn’t dare to speak, maybe because she was afraid or maybe because she was totally disconnected. And as the viewer, I felt for her, watching this very short scene of a satirical, lively, domestical tale genre.

Very well-noticed. All of the facets we’ve looked at aim to make us feel empathy for the daughter who is the ‘good’ person in the scene.

Thanks again for your great analysis.

All the best,

Kieran

[Kieran]

Hi Maria Luísa,

Thanks very much for your great answers!

I had never heard about ‘Viewing’ being the 5th skill to integrate the curricula in any educational system, let alone being an active part of the teaching/learning process in the mentioned countries.

This is perfectly normally, Maria Luísa. The vast majority of language teachers haven’t heard of ‘viewing’. However, I think it’s inevitably that more and more attention will be given to viewing in the coming years.

We, human beings are reason and emotion and multidimensional and live in an increasingly multivisual, multimodal world and need to learn and acquire all the necessary tools to better understand and live in it.

Excellent answer!

Undoubtedly important, speaking, listening, reading and writing,can only be enhanced by viewing, which will help students how to actively use their previously acquired knowledge to better understand reality and the complexity of the world we live in and how fast it’s changing.

This is a vital point – viewing enhances the other skills, it doesn’t replace them!

I liked the See, Think, Wonder framework the most, especially the video showing the secondary class. The images shown were powerful, down to earth, about nowadays reality, the state our world is in, with its all disparities.

I also really like the See, Think, Wonder framework as it’s so practical and powerful. The video is a great representation of the routine. The teacher and students are very proficient at the routine as they have obviously practised it many times.

Images are really at the core of our very existence,from the moment we are born and blessed with the gift of sight.

Great point!

However, we teachers in particular, do need to stop and slow down, so we can think, discern, select, go deep, think critically, reflect, become a whole human being to be able to teach our students and help them acquire and develop this such valid skill, which may led them a better future.

Excellent point! It’s very true that we as teachers with our busy work schedules and lives rarely slow down to reflect on what we’re seeing.

I think the message is be active, be selective, don’t let yourself be engulfed by the bombarding of all that comes through your devices or anywhere you look and above all try to see beneath the surface and understand the message.

This is definitely the message of the film!

Thanks again for your excellent responses.

All the best,

Kieran

[Kieran]

Hi Stella,

Thanks very much for introducing yourself. It’s great to have you on the course.

Thanks for telling us about your teaching context which sounds really interesting. I like the sound of 4-week workshop “Multimodal Literacy in the EFL classroom” course you do –this type of training is much needed by teachers.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Maria Luísa,

Thanks very much for introducing yourself. Great to have you on the course. The profile of your students is really interesting and different from that of most of the teachers on our courses. I can see how you need to use film and video to grab their interest and motivate them to learn more English.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks so much for your thoughtful responses to the questions.

1 How serious do you think the factors mentioned in the article are to embedding a culture of empathy in language education?

In this course, we are all on the same page to stressing the importance of including PARSNIP topics not addressed in ELTcoursebooks. As I mentioned in our previous forums, we should integrate education into our everyday lives. We should deal with diverse subjects as language teachers since we teach precise language to communicate different topics. Students need to relate to what they learn, and we should cater to include all sorts of materials. I‘ve also supplemented the coursebooks with authentic material that I prepare on my own.
Like Mariana, I’m considering ordering the Raise Up books to check them out.

This is a great answer! I’m delighted to hear you’re thinking of ordering the Raise Up books.

2 Can you think of any other factors which may hinder embedding a culture of empathy in language education?

I sometimes experience what Anthony shares in the forum “ pressure from learners: many come into the classroom with unrealistic expectations. They think that learning means you teaching them.” I speak with students and especially parents, so that students commit themselves. We can guide them, provide interesting material and encourage them by giving them positive feedback, but their learning will depend on what they do with what we offer them and with the previous knowledge and experience they come with to class. As teachers, if we are highly committed, students appreciate and, in general, act accordingly.

Excellent point about pressure from students with unrealistic expectations. I completely agree that if we act as a role model of a committed and empathic person students should reciprocate.

Thanks again for such a thoughtful and insightful response to the Activity, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great evaluation of the projects.

he no project! wow I’ m fascinated with this material

The NO Project is amazing. Personally, I think their materials are the best of the projects we’ve looked at.

I’d like to try GOLD COSTS MORE THAN MONEY. In fact all the plans look amazing!

It’s a great lesson plan!

the cocoa slave trade as well!!many years ago I used this documentary! I highly recommend it !

Thanks very much for the recommendation. I’ll check out the doc!

Thanks for these incredible projects, Kieran can’t wait to explore tehm all!!

You’re very welcome, Julie 🙂 I think you’ll love all of the project when you explore them more.

Thanks again for your great evaluation, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your in-depth evaluation and analysis.

I think these countries found that it was very beneficial to add the fifth skill in their English curricula since visual stimuli pervades our everyday life. It is a great idea since it is the role of educators to motivate and make the learning process a realistic and enjoyable one.

I completely agree with you here.

Yes, I agree!!! This fifth skill allows students to do more critical analysis of visual stimuli which are increasingly common in our daily lives, something which the other four skills do not necessarily allow us to do.

Great point about viewing allowing students to do more critical analysis of visual stimuli which are increasingly common in their daily lives.

I think they are great for B2 level and up given that these viewing frameworks require language and structures which students of lower levels may not handle.

Good point. I actually think that students at B1 could deal with both videos.

SEE THINK WONDER. I find it’s a great template to guide our students when analysing images and make them see, think and subsequently wonder. I like the fact that student take an active role in the process and the teacher becomes a facilitator.

This is a very popular routine. As you point out, students do play a very active role and the teacher acts as a facilitator.

1. I AM THINKING OF… the topic/issue/situation … FROM THE POINT OF VIEW OF… the
GIRL IN THE PICTURE.
2. I THINK… describe the topic/issue/situation from your viewpoint. Be an actor – take on the
SHE IS A PROTESTER. SHE FEELS CONFIDENT THAT SHE IS RIGHT. SHE HAD AN ARGUMENT WITH THE GUY NEXT TO HER WHO SEEMS TO BE ANGRY. THE POLICEMEN STEPPED IN TO CALM DOWN THE SITUATION.
3. A QUESTION I HAVE FROM THIS VIEWPOINT IS… ask a question from this viewpoint.
WHY AM I BEING PROSECUTED?
WRAP UP: What new ideas do you have about the topic that you didn’t have before? What new questions do you have?
The man next to her now apologizes and she accepts his apologies. Will you accept my apology?

Great perspective-taking here!

Thanks again for your excellent comments, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great analysis of the active listening activities.

1 Do you agree with the six things active listeners do? Can you think of any other things good listeners do?
I do!! listeners show they care for the other person and that energy is felt immediately and sometimes not many words are necessary.

Excellent point about not having to say very much to be a good listener.

OPEN QUESTIONS

Excellent strategy so that the speaker opens up and communicates what he needs.
SUMMARIZING great activity to let persons know you are actively listening.

Very good analysis of these two.

REFLECTING
I find this strategy can sometimes feel a bit mechanical.

Yes. I agree we have to be careful with reflecting to ensure it doesn’t seem mechanical and show that we are really listening.

CLARIFYING
Only if necessary, perhaps.

Good point.

SHORT WORDS OF ENCOURAGEMENT
Yes!!! They are so necessary!!

Absolutely. These words of encouragement are often essential.

REACTING
Essential so that the speaker feels they are not alone that we are actively listening and are empathetic!

Yes. Showing the listener they are not alone is vital.

2. Do you agree with the six “high-risk” responses bad listeners do? Can you think of any other things listeners do?
These responses are typical of bad listeners! I couldn’t agree more! Maybe answering a mobile call while they are speaking is not what a good listener would do.

Excellent point about mobile phone use!

I JUST FEEL THE SAME is a great activity to train students to actively listen to each other and give them vocabulary in connection to express their feelings. Essential language for students to tell how they feel and for listeners to express empathy eventually. Storyteller is a great activity to use in class to help students with strategies to overcome frustration and embarrassment using the language. Shyness is a universal feeling most of our students share.

Excellent evaluation of this activity. Great points about storytelling and shyness.

LISTENERS, I find this is an excellent activity for students to reflect about what type of listeners they are themselves.

Yes. We rarely get students to reflect on themselves as listeners.

SILENT LISTENERS
Essential activity. We can actively listen without speaking and, as suggested, by making eye contact – leaning towards our partner – not fidgeting or letting our attention wander – not folding our arms and trying to have open body language – encouraging our partner by nodding and smiling occasionally.

Absolutely. This activity helps students focus on essential paralinguistic skills.

GOOD LISTENERS
A brainstorming activity to reflect on the subject and boost necessary vocabulary !!!

BAD LISTENERS
Another brainstorm activity to reflect on the subject and boost necessary vocabulary !!!

Yes. These two activity do help students focus on the subject and also increase their vocabulary.

Thanks again for your great analysis, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks so much for your thoughtful response to the questions.

The excellent listener pays full and active attention to the speaker, decodes and interprets what he communicates, encourages the speaker to open up more and more, does not pass judgment.Also, asks for clarification if necessary by paraphrasing what he has listened to, and lets the speaker express themselves without interruptions.

Great summary!

Differences
Active listening is difficult in large classes ( video)
Verbal cues (article) and different references (i.e., Aristotle and Carl Rogers)

Yes. You’ve summarised the differences very well here.

He listens to both patients actively, and he recasts what they say without passing judgment. He manages silence wonderfully, and his body language is very relaxed (he leans forward to show he is close to the patient)

Excellent summary of what makes Carl Rogers such a good listener.

Thanks again for such a thoughtful and insightful response to the Activity, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great analysis of the short films.

1 English for beginners
Such a tender short! Yes.as mentione in the forum, the surprise or native twist does help to foster empathy in this short!!! The epitome of empathy !! The director is great in conveying the surprise or native twist you mentioned, helping to foster empathy.

Absolutely. The narrative twist conveys empathy very well here.

2 STAND UP A remarkable one hundred percent short empathic film, as Encarna mentioned it conveys, ” let’s put ourselves in everyone’s shoes,’ and the close-up and facial expressions of these young secondary students add to the atmosphere.

Yes. The the close-ups of the facial expressions help us feel empathy for the characters.

3 THE READER I loved this short no matter whether it advertises whiskey. We celebrate and toast with alcohol, so why not? The message is this is a big day, and drinking whiskey in great company to celebrate such a significant accomplishment is what matters! The actors do a fantastic job, and the music accompanying the short creates a festive atmosphere.

Great analysis. The music does foster empathy. The actors are indeed excellent. The fact this is an ad for whisky can be exploited to work on media literacy.

4 THE SUPERHUMANS is a lovely short that makes us reflect on those who are less lucky and why we should be more empathic for those who are different. The title can give our students food for thought. For example, should we treat people participating in olympiads with special needs superhumans or just humans? Does the title of the short film does justice to them?

Excellent point about the title and whether we are considering disabled people as just being human or saying they have to do something exceptional to be considered as human.

5 MOMENTS deals with such a universal topic! The director humanizes the subject of homeliness in such a realistic way! One of the best empathic shorts.

Absolutely. The director does manage to humanise the topic of homelessness.

6 MANKIND IS NO ISLAND: a short that addresses the universal topic of homelessness in big cities once again! A repeated tragedy. Director’s outstanding achievement! Let’s not look away! We can all be there; The soothing music accompanies us to focus and pay attention to the signs! The director’s irony and sarcasm of the slogan of the city will look after you struck me !!

I completely agree with you that this film is an amazing achievement with virtually no shooting budget. My only criticism is that the quality of the film footage is very poor.

7 PROJECT LITERACY – The Alphabet Of Illiteracy
It’s a very moving short and a great message: literacy as a tool for liberation. Visuals and music are excellent and powerful to put across the message and thus foster empathy. A very clever title for a literacy campaign, as well!!

Excellent analysis. The music, visuals and text all grab our attention and emotions. The title is very clever!!

Thanks again for your great analysis, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your excellent in-depth evaluation of the Extensive Viewing framework and guide.

Students and teachers might benefit from the seven-stage framework extensive viewing to foster empathy if we want to integrate multimodality in our existing curriculums. It is hard work for us teachers, but it will pay for our students in the long run. The guide is a fantastic organizer to prepare our plans for the films that students or the teachers choose following the steps which work very well (I tried the guide myself with my students, and now I use it as a template for new films or shorts)

Absolutely. This approach does involve a lot of work for students but it’s worth it as the language and social learning benefits are so great. I’m delighted you like this framework and are using it with your students 🙂

In Stage 1, we activate our students’ background and schemata by getting them to discuss questions related to the film’s story, setting, and theme. The former analysis we encounter in graded readers makes perfect sense to me to do it with movies.

Excellent analysis here.

In Stage 2, I would prefer not to give the more advanced students the reading synopsis since it might spoil the enjoyment of the film, in my opinion. But, on the other hand, the glossary will help students understand the film’s narrative and prepare them for some of the vocabularies that appear in the movie. Therefore, I would not mind giving them lots of words because sometimes it is difficult to predict what language they know.

Yes. Many teachers prefer not to use the synopsis with higher level students.

In stage 3, We prepare our students for linguistic text and grade text, which is crucial!

Yes. this linguistic preparation is essential with a film text.

In stage 4, using subtitles is always helpful. However, some advanced students prefer to go the extra mile and have the challenge of not using them. I find that we need to be flexible and cater to all their preferences.

Good point. Research indicates that even at C1 students need subtitles in the L2, however, it is possible to not use subtitles at this level if students prefer.

In stage 5, Focus on linguistic content and viewing individual sections of the film. Students must revisit the material by re-reading the first section of the glossary and then watching the corresponding section of the film a second time. As they tend, they should try to notice how they use the vocabulary in the glossary in the movie. Finally, students follow the same procedure for the other sections of the film. A very beneficial stage!

Great analysis of this stage.

In stage 6, Focus on multimodal analysis of film text and personal response to the film. In my opinion, it is an enticing activity for discussing the film and reacting to it in class with peers. Thus, examining the questions and noticing how they are analyzing the multiple facets of the film and making a personal response to the film.

Absolutely. It’s essential to not only get students to analysis the film but to also get students to respond personally and affectively to the film.

Stage 7 A vital personal stage for the students make their responses to the film by writing a multimodal review of the film using print text, screenshots, video clips, music, etc. or writing an analysis of critical scenes using print text and screenshots from the film, or recording a video summary of the film. Once again, revisiting the glossaries by using some vocabulary in their response to the film is a great activity!!

Yes. This constant recycling and revisiting of vocabulary is an important part of the framework.

Miss Little Sunshine is a fantastic film to foster empathy. Both Dwayne and little miss sunshine are characters we can all relate to in our lives. They both have to overcome frustrations. There are a lot of cultural capsules inside this fantastic movie! Predicting activities that trigger lots of discussions and pave the way to understand the film better.

Great choice. There are a number of characters in this film our students can relate to and empathise with.

I haven’t seen the other movies, but I’d love to see the perks of being a wallflower with some of my adolescent students. Coming of age movies are the appropriate genre at this age. Subjects of friendship, depression, loneliness, achievement, being understood, feeling of validation are topics that will accompany us for the rest of our lives.

Great point about coming-of-age films. From my experience, I would say that this genre is the one that works best with teenagers and young adults. The genre is also popular with many adults. The type of vocabulary used in this genre is high frequency and really useful for students.

Thanks again for your excellent comments, Julie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great answers!

These 4 factors are very serious factors. And I have to say that the 3rd and 4th one are problems that we do face as well for French teaching. It made ma think of the Maslow pyramid of needs… if the foundations (working conditions for us) are not stable, how can you reach in good conditions the top ? Thank you for the example of collective organisation (I personaly think we should go for changes and “take our responsibility” because the system and schools will not take care of us, we have to do it first!) and the impactful conference on mental health.

I’m interested to hear that these factors also affect French language teachers. Your point about Maslow pyramid of needs is spot on. I also think collective organisation is vital.

The syllabus/academic program could be a factor… sometimes the teacher has limited freedom to choose the class contenta and rythm.

Yes. The syllabus oftens limits the freedom of teachers.

Another factor could be simply the relationship that some teachers have with the language they are teaching. You talked about the non-native teachers who are undervalued and this impact their confidence towards the language and in their teaching for sure.

Absolutely. I think this discrimination and undervaluing does affect many teachers’ self -esteem and confidence.

And I would add that sometimes your “WHY” (your mission) as a teacher can be a factor : why are you teaching English, what are you values, why this job…

Yes. I think finding a purpose in life through your teaching is vital.

Thank you Kieran, it was great to finish on this topic.

I’m delighted you like finishing on this topic!

Thanks again for your excellent responses, Émilie.

All the best,

Kieran

[Kieran]

Hi Anthony,

Thanks very much for sharing this article with us.

I came across this article on fb from the BBC future: “The surprising downside of empathy”. I thought it would be interesting to see what arguments one might find in response. How would you respond to it?

https://www.bbc.com/future/article/20200930-can-empathy-be-bad-for-you

I’ve read the article and it makes some good points. However, in my opinion, the author hasn’t done enough enough research and fails to mention that Paul Bloom, the only scientist he appears to have interviewed, is the author of ‘Against Empathy: The Case for Rational Compassion’

The book, as its title suggests, is an attack on the importance given to empathy and an argument for what Bloom calls, ‘rational compassion’. Bloom is something of a maverick and one of the very few high-profile scientists who questions the importance of empathy. I think part of the problem is that Bloom defines empathy as ‘ defines empathy specifically as the act of stepping into someone’s mind to experience their feelings’ but he misses out the empathic concern part. He argues that empathy is completely different from compassion but most experts think empathy has an ’empathic concern’ component which means it’s almost identical to compassion.

After you’ve thought about, compare with what one person had to say:

So taking a random phycologist’s exaggerated version of the meaning of empathy (“stepping into someone’s mind to experience their feelings” ) and the saying it’s not good for us! Obviously that version is harmful because it entails forcing oneself to feel those feelings. That’s not empathy. Empathy means understanding the situation the sufferer is in and adjusting our actions and words in respect really. Most of us can bring in our own experience to help us be the decent people we need to be at that time. Whether that is to say some words of kindness, sit in silence with the person or use it as a catalyst for change etc. Adjusting our emotions to simply match the sufferers helps nobody and is actually debilitating.

This is a great response to the article!

Empathy means understanding the situation the sufferer is in and adjusting our actions and words in respect really.

In my opinion, this is a superb definition of empathy.

Thanks again for sharing the article, Anthony.

All the best,

Kieran

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