(D) Fostering empathy towards the ‘other’
WORKSHOP 7
Title/ VR– THE EMPATHY MACHINE
Age Range or Target Group/ Youth trainers who are interested in methods through which the notion of empathy is being cultivated.
Duration/ 1 hour
Key Words & Phrases / fostering empathy by using 3D videos
General Aim- Objectives /
- To demonstrate and experience 360 video using Google Cardboard and show how it can be used to foster a sense of empathy (in this context with individuals who are autistic);
- To create a debate and reflection within a training setting.
[Important Note: Despite the fact that the specific work aims at cultivating empathy under a collaborative context in which both Europeans and people with a migrant/refugee background have the opportunity to participate, in this particular workshop the notion of empathy is deliberatively being approached within a neutral context, namely the case of cultivating empathy for autistic population. Hence, the trainers will gain the advantage to focus on the introduction of the term, but without making specific references to the migration/refuge issue.]
Instructions (Step by Step process)/
Trainees are told to watch two videos on their devices, the first one is a standard non-360 video whilst the second one is a 360 video. Once all the trainees have watched the videos a series of questions are asked by the educator, to foster a debate around 360 video and autism. Usually students found the 360 video to be more immersive and therefore result in a stronger sense of empathy with the protagonist of the video.
VR VIDEO:
NON VR VIDEO:
Material and Resources/ personal computers or a laptop with a projector
Tips for the Educator/ Some extra information about VR and why it’s significant (for the educator):
VR’s very purpose is to make it difficult to distinguish simulation from reality. Some of the things experts say:
“We are entering an era that is unprecedented in human history, where you can transform the self and [you can] experience anything the animator can fathom,” says Jeremy Bailenson, director of Stanford University’s Virtual Human Interaction Lab. “The research shows it can have a deep effect on behaviour.”
“[Virtual reality] connects humans to other humans in a profound way I’ve never before seen in any other form of media, and it can change people’s perception of each other,” Milk says in a TED Talk. “That is why I think virtual reality has the potential to actually change the world.”
Some interesting initiatives:
UNVR is an initiative by the united nations, with this framework the UN finances VR projects and 360 films to bring the world’s most pressing challenges home to decision makers and global citizens around the world, pushing the bounds of empathy. Find out more here: http://unvr.sdgactioncampaign.org/
YouTube hosts thousands of 360 videos, these can be easily found by searching and filtering videos “ 360° ” https://www.youtube.com/.
Debriefing and Questions for Evaluation/
Sample of questions to ask the participants and axes for further discussions:
- How did you feel while watching the videos?
- Have you felt differently while watching the second video compare to the feeling that had popped up while watching the first one? If yes, please explain the reasons behind such difference in terms of feelings.
- Which is the main (common) notion that is being approached through both videos?
- What value do you think this VR experience offers? Do you know of/can you think of similar opportunities for benefiting society that VR could enable?
- Which did you find to be the more compelling experience – the VR video or the non-VR video? Why was that? What might make one more compelling?
- In which ways do you think that the VR videos could be used for eradicating social issues, such as fostering equality, respect for human rights and inclusive communities that respect conditions of interculturality.
- This activity can also make the participants reflect about how technology can help people even in areas that we don’t directly associate with technology itself, like empathy. Maybe that could also be an interesting topic to discuss: how to incorporate modern technology in simple exercises to raise awareness and empathy on current social issues. What other interesting possibilities do we have except VR?
- Also, it’s being suggested to the facilitator to dig deeper and hear different ideas that include other technology (maybe even not yet invented) that could be used for a similar purpose.
WORKSHOP 8
Title/ SORRY, BUT I DO NOT UNDERSTAND THE LANGUAGE
Age Range or Target Group/ mixed group
Duration/ 1 hour
Key Words & Phrases / Migration, War and Terrorism, Discrimination and Intolerance. Related Human Rights:
- The right to seek and enjoy asylum;
- The right not to be discriminated against on the basis of ethnicity or country of origin;
- The right to be considered innocent until proven guilty.
General Aim- Objectives / This activity constitutes a simulation of the difficulties that refugees face when applying for asylum. Issues raised include:
- The frustrations and emotional factors that refugees have to face.
- Overcoming the language barrier.
- Discrimination during the application procedure
Instructions (Step by Step process)/
Let participants arrive but do not greet anyone or even acknowledge their presence. Don’t say anything about what is going to happen. Wait a few minutes after the scheduled start time and then hand out the copies of the ’Application for Asylum’ (printed in a language that they are unable to understand) and the pens, one to each participant.
Tell them that they have five minutes to complete the form, but don’t say anything else. Ignore all questions and protests. If you have to communicate, speak another language and use gestures. Keep all communication to a minimum. Remember that the refugees’ problems are not your concern; your job is only to hand out the forms and collect them in again.
Greet any latecomers curtly (for example: ‘You are late. Take this form and fill It in. You have only got a few minutes left to do it’). When five minutes are up, collect the forms without smiling or making any personal contact. Call a name from the completed forms and tell that person to come forward. Look at the form and make up something about how they have filled in the form, for instance: ‘You didn’t answer question 8’ or ‘I see you answered ‘no’ to question 6. Application dismissed.’ Tell the person to go away. Do not enter into any discussion. Go straight on to the next person to come forward.
Repeat this process several times. It is not necessary to review all the applications, only continue for as long as necessary for the participants to understand what is happening. Finally, break out of your role and invite participants to understand what happened!
Materials and Resources/ Copies of the ‘Asylum Application’ Handout, one for each participant. -Pens, one per person.
It’s being suggested to the trainer to search in the NET for the ‘Asylum Application’ in his/her native language, in order for him to be able to materialize the workshop in the best possible way. The trainers could find the ‘Asylum Application’ in Greek, Spanish, Catalan, Lithuanian and French here.
Media and Techniques/ simulation exercise
Desirable Outcomes and Competences/
- To raise awareness about discrimination by border police and immigration authorities.
- To develop intercultural communication skills.
- To foster empathy with refugees and asylum seekers.
Debriefing- Questions for Evaluation/
- What was the purpose of this simulation exercise? (to raise awareness about discrimination by border police or other immigration authorities, to foster empathy)
- What are your feelings and your thoughts after undergoing such a process?
- According to the exercise, which are the main issues arisen when refugees seek for asylum? ( language barriers, discrimination during the application process, frustration and negative emotions, the issue that are being considered guilty without a proof, discrimination on the basis of ethnicity/country of origin)
- Are you aware of what is happening in similar cases in your country?
- Could you come up with some solutions for the aforementioned issue? ( as a local you can intervene in the process and ask from the officers to be kind and put their selves in the position of a refugee, intervene in the process and support the immigrant with the translation, provide services through your NGO’s to the refugees in collaboration with governmental departments like provision of representative to support the asylum seeker e.g. translation, find them a lawyer, transportation, shelter, job).
[Important Note: In this workshop, the facilitator is being advised to concentrate more on the proposed questions instead of merely focusing on the simulation part itself, and especially on what the locals can do to facilitate the transition of such vulnerable groups and how they can intervene and diffuse useful information or focus on what migrants can do when faced with such issues]
WORKSHOP 9
Title/ COEXISTENCE OF RELIGIONS
Age Range or Target Group/ mixed group
Duration/ 3 hours (double session)
Key Words & Phrases / Conflict Management, Intercultural Learning
General Aim- Objectives / Activity in three phases developing an intercultural approach & participants’ negotiation and conflict management skills, primarily through simulation exercises, beginning from the point of view of different religions.
Instructions (Step by Step process)/ The activity runs according to three phases:
PHASE 1: ‘The wise man speech’
The facilitator invites all the participants to sit comfortably (either on chairs or even on the floor) with closed eyes and puts a soothing music:
Subsequently, the facilitator utters the words ‘Stop Thinking’. This is a moment in which participants are invited to, literally, stop thinking, not to let any thought get inside their brains. They close their eyes while a soft and slow music is played in the room. This situation should last approximately for six minutes. With their eyes kept closed, the participants listen to one of the trainers talking about what thinking is and the evolution of thought. The proposed text that the trainer should deliver while participants have their eyes closed, in being provided within the following context. Alternatively, the trainer could use a relevant text of his preference.
I’ve been fortunate to meet so many remarkable people in my life. Scientific minds, spiritual minds, creative minds, tech minds – I’ve been inspired time and time again. While they each bring their own unique talents, skills and views to the table, as the saying goes, great minds think alike – united by a few undeniable qualities. Great thinkers are great learners. Those that listen proactively, strategically and intuitively are often more capable of putting in place strategies and plans that address challenges head on with a big impact.
Modern leaders, for instance, are good listeners in another way, seeing problems as opportunities and finding solutions to advance diversity in the workplace and revolutionise the automotive industry respectively. The most overarching quality that defines a great thinker is their humanity. The desire to impact humanity for the better has spurred the world’s greatest innovations. Great thinkers do not speak, create or act solely with their own interest in mind; they seek positive change that affects wider society.
Subsequently, the participants are asked what was the text about. In real terms, the text gives the trigger in order to start a guided discussion on ‘great thinkers’, and generally on philosophers that have impacted the most the modern societies. Then the trainer directs the discussion to the subject of religions, by forming the question:
- In which way does the commitment of people to a religion affect their way of thinking and the evolution of modern societies?
And
- Who could be considered as ‘great thinkers’ or ‘influencers’ when talking about religion?
The discussion under the context of those two questions will give the trigger in order the facilitator to move to the next phase of the current workshop.
PHASE 2: ‘The Exhibition of Religions’
Participants are divided in four groups whilst each group is being asked to study through the NET about one monotheistic religion (preferably Islam, Buddhism and Christianity), plus atheism. Each group should study the collected material for at least 25 minutes and subsequently prepare a five minute presentation on the content and philosophy of the indicated religion. For the accomplishment of this task, participants should feel free to use any other electronic device in order to draw material related with the specific topic. As a last step, all the four groups will present their findings to the rest, by also answering any questions that might arise.
PHASE 3: ‘The Table Activity’
The educator should explain to the participants the concept of the simulation exercise that follows, by distributing the roles of mother, father, grandfather, grandmother and little daughter to five participants, whilst the rest of the participants could support those five characters, through the provision of arguments and ideas, if needed.
‘Theatre forum’ activity, is built on a conflict situation to be solved by participants. 5 members of a family (mother, father, grandpa, grandmother and little daughter) are seated talking about the kind of education they should give to their little daughter, to which school she should go after primary school… etc.
The peculiar thing here is that each member of the family has a different religious belief: Father is atheistic, mother is Buddhist, grandfather is Muslim, and grandmother is Christian. The daughter doesn’t know what religion to adopt. She just wants to be with her friends.
The first 5 minutes of discussion are introduced by the educator generating the conflict, establishing each personality. The aim is to discuss about the issue of education in the three cultures and to see different points of view trying to confront and manage the conflicts between religions.
Materials and Resources/ cartons, flipcharts, markers, cultural symbols, laptop and sound box for music listening
Media and Techniques/ non-formal methods of learning: simulation exercises, discussions, presentations, activation of five senses, concentration methods, role play, theatrical games, democratic dialogs.
Desirable Outcomes and Competences/
- To make the participants aware of how the thinking of the three cultures/religions has influenced each other throughout the ages;
- To develop abilities related to direct thinking;
- To develop abilities related to conflict management;
- To develop thinking in coexistence of religions.
Debriefing/ The educators could use the following questions in order to help participants understand the workshop’s outcomes.
- In your opinion, what was the objective of this exercise?
- In your opinion, which personality had used better argumentation?
- Which personality controlled the arisen conflict in a more successful way?
- What kind of negotiation skills are necessary for one to control such situations?
- What could have been better in this exercise?
- Any conclusions about the religions themselves?
- Is it the coexistence of different religions or philosophies a realistic situation, please elaborate?