Contemplating Compassion

Is kindness nature or nurture? Is it specific to humans? Why do some people go so far to help others? Is there such a thing as “pure altruism?” Can we change the world –- and ourselves –- through compassion? Marc Ian Barasch has traveled around the world, looking for the roots and depths of human compassion. In his book, Field Notes on the Compassionate Life, Barasch explores timeless and relevant questions, such as: Can we significantly increase our own potential for compassion? Can we forgive those who’ve harmed us? and What if the core tenet of all human society was “survival of the kindest”? Through the study of science, spirituality and our social connection, Barasch finds a path overflowing with love, kindness, forgiveness and empathy.

As a humane educator or parent, there are a variety of ways you could use this book and its concepts to spark discussion, exploration and practice of compassion. Here are a few ideas:

What is Compassion?

• Have students discuss and explore: What is compassion? What is its purpose? What does it look like? Are there different kinds? What can help us be more compassionate?
• The author infuses quotes from numerous world leaders and changemakers throughout the book. Use these quotes to spark discussion about compassion and compassionate choices.

Practicing Compassion:

• Go to a public place and spend a certain amount of time people watching. Examine your judgments, evaluations and aversions about people. What experiences led you to have those reactions (media, lack of exposure, etc.)? Then find at least one positive quality about every one you see.
• After some exploration of compassion, divide students up into small groups. Give each student an index card (or similar) and have them write one positive quality (internal, not physical) about each person in their group on a card (one quality/card per person). Then have them decorate their cards. Have them pass out their cards to the appropriate people in their group, who will then have a visual and artistic record of positive things others have said about them. Encourage students to do another index card for themselves.
• After a discussion about compassion and jealousy, have participants think of someone or something they’re jealous of/about. Ask them to spend time each day appreciating that person and wishing them more success, joy, etc. Have them keep a journal for a period of time, recording their initial feelings about this person, and whether or not their feelings have changed over time, as they’ve spent time wishing that person well.
• Develop a service project that requires students to rise above their comfort zone, whether it's helping people in need or volunteering at an animal shelter. This type of opportunity to develop one's compassion through action brings their learning from conceptual and reflective to real life experience!
• Have participants practice some “What Would You Do?” scenarios focused around kindness, compassion and humane choices. IHE has created one activity on this topic:

What Would You Do? (pdf)
What would you do if….? Help students think deeply and critically about the quandaries between balancing personal desires with kindness toward others by engaging them in discussing personal and global scenarios.
Recommended for grades 3 through 8.
Time: 60 minutes

You can also create other examples, or have small groups create some, mix them up, and practice/discuss them as a full group (or in smaller groups).


How far can/should compassion extend?

• In chapter 7, the author talks about people who have given kidneys to strangers. Share some of these (or similar) anecdotes, and lead a discussion with students about how far they might go to help someone else: a family member, friend, neighbor, stranger, etc.
• In chapter 10, the author talks about people who have forgiven violent offenders who have committed atrocious acts against other people. Share some of these (or similar) anecdotes, and lead a discussion with students about how these people are able to forgive others who have done them such harm.
• Discuss extending the circle of compassion to nonhumans (animals, the natural world). To what extent do we do that now? Where are the current boundaries and inconsistencies? How far and how deeply should we show compassion for nonhumans?
• Have participants imagine that the earth is being visited by aliens. What would aliens notice about us humans and our compassion? This exploration could tie into two of IHE’s “aliens” activities:

Alien in the Ethical Universe (pdf)
Participants receive a visit from a traveling alien on a fact-finding mission to learn how beings treat other beings. The alien inspires students to consider the inconsistencies in how our society encourages us to treat others.
Recommended for grades 5 through 8.
Time: 20-45 minutes

and the first part of

The Aliens Have Landed: Exploring Oppression, Rights & Freedom (pdf)
Students explore oppression, rights & freedoms by participating in a scenario in which aliens have invaded earth and humans must plead their case not to be oppressed to a Universal Court.
Recommended for grades 8 through 11.
Time: 60-90 minutes to several days

Also check out this activity created by a group of our M.Ed. students:

Circle of Compassion (pdf)
What is compassion? Who and what are in our circles of compassion? This activity offers an exploration of compassion and uses "scenario" stations to inspire participants to think about who's in their circle of compassion and why, and what they can do to make a positive difference for those being oppressed.
Recommended for grades 4 and up.
Time: 60-90 minutes

~ Marsha

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