Compassion in higher education: A call to arms

Introduction and current trends

The need for compassion in higher education is a topic of growing interest, research, scholarship and pedagogical practice. We are at crucial turning point. Without critical thinking there is a risk of compassion becoming commodified. A ‘flavour of the month’ buzzword that provides a quick fix ‘surface solution’ but which fails to address deep-rooted harm caused decades of neoliberal neglect. It is often said that universities are microcosms of society, and thinking globally, future generations will face difficult realities, made worse during times of crisis and uncertainty. What and how students learn in compassionate higher education cultures and communities will equip them well for their own futures and that of humanity.

A recent UK policy note identified trends that will shape the future of higher education in England. It signalled a shift away from a historical focus solely on academic content towards a focus on the curation of programmes that enable professional, personal and vocational development. Global trends are raising important questions about the role and value of higher education, pointing to calls for higher education to find a new role for itself, re-positioning its place in society as a force for public good.

Challenging the language of compassion in higher education

The term compassion comes from the Latin roots com- and pati meaning to ‘suffer with’, and in essence involves: (i) noticing suffering; (ii) feeling empathy; and (iii) taking action. We question this terminology when used in a higher education context. Do students want to be seen as suffering? As victims? What does compassion mean to students? Framing students as individuals who are suffering, risks perpetuating a narrative of dependency and helplessness which undermines agency and the potential for growth. Terms like suffering and pity, the, reinforce stereotypes, hierarchical power dynamics, and hinder genuine understanding. We need to interrogate the implications of using such language, in order to reshape it in ways that promote inclusivity, empowerment, and equity. We need to see compassion through students’ eyes.

Seeing compassion through students’ eyes

Seeing compassion from a student’s perspective encompasses empathy, support, understanding, and a genuine concern for their wellbeing. This can manifest in various forms, such as timely responses to a student’s email, easy access to resources and services, and the creation of inclusive and enabling learning environments. For some students this may mean having suffering acknowledged and validated, which can foster a sense of belonging and understanding in an environment where they feel comfortable seeking help and support. But while some students may find comfort in this approach, others may prefer their struggles to be seen through a lens of resilience and empowerment, rather than victimhood. Students may not want to be defined by their hardships but instead seen as multifaceted individuals capable of growth and overcoming challenges. In order to explore compassionate pedagogical practices further we carried out a small-scale research study with undergraduate psychology students as co-researchers and equal thinking partners.

Student as co-researchers and equal thinking partners

A range of creative and playful approaches were used to gather stories and experiences of compassion:

Student co-researchers (used with permission)

Workshops were guided by components of Nancy Kline’s Thinking Environment, and the guiding principle that:

The quality of everything we do depends on the quality of the thinking we do first.

The quality of our thinking depends on the way we treat each other while we are thinking.

This was appreciated by student co-researchers:

Although I was very nervous during the first meeting, the workshop atmosphere (everyone respecting each other’s turn to speak, no sense of rush, etc.) made it feel like a relaxing space. I felt I could share my thoughts and ideas on something safely, without feeling like a specific answer was expected of me – something that I have sometimes found to be lacking in the classroom. [Composite student reflections]

We also worked with students as ‘thinking partners’ and shared our own vulnerabilities and anxieties about the project:

Kathryn, I really appreciated how you shared your worries and concerns about how the pandemic was slowing things down with honesty and vulnerability, and how our thinking together helped you to reframe this in a positive way. [Student feedback following a ‘thinking in pairs’ exercise]

Together we co-created a definition of compassionate pedagogy:

Recognising and noticing the difference, discrimination, and bias in how people are being treated, how students are learning and being taught, and the compassionate actions – both strategic and small – that we all need to take to prevent suffering and promote and support student and staff wellbeing.

Conclusion and a call to action

The road to critical compassion lies ahead and students, teachers, leaders, policy makers and politicians need to work together to create change for good. Compassion needs to be embedded at all levels of society, and universities must take radical action to role model compassion and reverse the damage to humanity and the planet before it’s too late.

Blog Authors:

- Kathryn Waddington: Emerita Fellow in Psychology, University of Westminster

- Bryan Bonaparte: Senior Lecturer in Psychology, University of Westminster