Empathy is an important trait for a leader, whether they are leading a small non-profit or a large organization. Simply put then, the word “empathy” is defined as the ability to understand and share the feelings of another. Although, the capacity for empathy is inborn, empathy is a learned behavior that must be developed, practiced, and honed on a regular basis. In other words, empathy as a learned behavior must be seen as a dynamic and fluid emotion that must be constantly re-examined and re-configured because it allows us to take into consideration perspectives, viewpoints, and opinions that we may not have considered or have been aware of in the past. Thus, a dynamic view of empathy can lead to the rise of a leader that is not only flexible and fluid in their perceptions and their decisions, but also creates an environment of awareness and intimacy where people matter.

It is interesting to note that, empathy plays an important role in Design Thinking. In fact, empathy is one of the first step in Design Thinking followed by defining, ideating, prototyping, and finally testing. To empathize then, is to look at a problem, a situation, from a perspective different from our own. Practicing empathy requires us to set aside our own assumptions, stereotypes, biases and consider voices or opinions that have in the past been overlooked. Empathy helps a leader to take on a more people centric approach to a problem or issue, this is important because it helps to not only understand a problem in a different light, but enables leaders to come up with solutions that are creative and collaborative. As a Professor who not only teaches empathy to my students but also practices it in my classroom, I am able to help my students collaboratively visualize creative solutions. Collaboration is an important aspect in teaching empathy, this is because it is important to create an environment where my students feel deeply invested and connected to the process of not just defining and naming the problem but also feeling like they are a part of the solution to the problem. The feeling of investment and collaboration is an important process of teaching empathy because it creates intimacy, trust, and an image of a singular and unified vision that can be attained through teamwork and partnership.

But how does one teach empathy in the classroom to leaders and attain this form of collaboration and creativity?

I am a Professor of Religion and I often teach students to interpret ancient texts, some of which are more than two thousand years old. It is hard enough to get students to care about contemporary issues, try getting them to care about dead people and the ancient world, the task I assure you is both daunting and challenging. One of the challenges that I face in my classes is that many of my students come to religion classes with their interpretations, opinions, assumptions, and their minds already made up. This also means that getting students to consider a different point of view and set aside their assumptions, stereotypes, and their biases aside even for a moment is hard work. After all, change whether it is accepting new ideas of an ancient text or learning new technology or a system is scary and hard. It means that we are being asked to move out of our comfort zones and being asked to consider perspectives that are frankly are alien to us. One of the ways, I tackle this discomfort in my classes is to have my students point out silent characters in the narratives they are reading and interpreting. The characters are not limited to humans but can include non-human subjects that show up in the narratives. I then ask my students to visualize and re-interpret the entire story from the perspective of the silent character in the narrative. This exercise is helpful because not only does it help students to visualize the written text from a different perspective, but often there will be amongst us some who identify with the experience of a marginalized character who inform the rest of us to consider their experiences and their contexts, such voices forces us as leaders to take into consideration perspectives and voices that we may not have considered before, thereby creating an environment of empathy and collaboration. For example: if my students are reading a text on women but the only vocal voices in the narrative are male and it is clear that the author telling the story is also male, then it is important for my students to not just ask why the women in this narrative are silent? But to push them to go beyond the written word and imagine how a woman would re-tell this narrative from her perspective and her experience and also listen to the women in the class who may have some important insight as to how this story needs to be retold.

Such exercises train leaders to be empathetic, collaborative, and sharpen their listening skills. At the same time, creating an environment for diverse voices helps to create a communal environment that builds trust, comradery, partnership, and a feeling of investment as we all begin to walk towards a common goal. The goal could be as small as an interpretation of a text or as large as creating a product for a company. It is also a helpful reminder for students that their solutions of a problem must not and should not be standardized solutions, but rather they must be encouraged to create customized solutions that speak to and address issues that are particular to their context, their community, their people, and their experience. The one size fits all model of thinking is deeply problematic because it not only lacks empathy but homogenizes people and their experiences, thereby, creating an impersonal and disengaged environment. A leader who practices empathy create a sense of intimacy, investment, and demonstrates their deep commitment to the members of their community or organization. Simply put then, an empathetic leader has the power to create among his/her constituents a sense of belonging, empowerment, and investment. Thus, a human centered approach to problems leads to people centered solutions that privileges people, their voices, their experiences, and their knowledge.