University of Hertfordshire

When Looking is Allowed: What Compassionate Group Work Looks Like in a UK University

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contributor authorGilbert, Theo
contributor editorGibbs, Paul
date accessioned2018-03-12T13:01:01Z
date available2018-03-12T13:01:01Z
date issued2017-07-01
identifier citationGilbert , T 2017 , When Looking is Allowed: What Compassionate Group Work Looks Like in a UK University . in P Gibbs (ed.) , The Pedagogy of Compassion at the Heart of Higher Education . 1st edn , Springer , Switzerland , pp. 189-202 . DOI: 10.1007/978-3-319-57783-8en
identifier isbnISBN 978-3-319-57782-1
identifier isbnISBN 978-3-319-57783-8
identifier otherPURE: 11696469
identifier otherPURE UUID: 76386379-8229-4105-bee0-24019c443f7c
identifier urihttp://hdl.handle.net/2299/19881
description abstractToday there is a robust, theoretical basis, contributed by a range of disciplines, for rooting compassion into university curricula - an essential dimension to HE’s remit to serve the public good. Central to this this is how compassion has come to be introduced to be credit bearing toward degrees, for example in terms of assessment practice for group work, seminars and tutorials, in parts of the University of Hertfordshire (UH). This chapter focuses on one of the essential micro skills of compassion that is easily taught in HE: the use of eye gaze for deliberatively compassionate purposes in group work. The UH has found this skill, amongst others, to be a key mediator of students’ noticing and addressing distress and/or disadvantaging of others in group work. The chapter explains how assessing such demonstrable, compassionate behaviours has mediated participant groups’ levels of inclusivity and critical thinking performance in three UH departments.en
format extent14en
language isoeng
publisherSpringer
relation ispartofThe Pedagogy of Compassion at the Heart of Higher Educationen
rightsen
subjectCompassion, assessment, HE, group work, ethnographyen
titleWhen Looking is Allowed: What Compassionate Group Work Looks Like in a UK Universityen
typeBook itemen
contributor institutionSchool of Humanitiesen
contributor institutionEnglish Language and Communicationen
identifier doihttps://doi.org/10.1007/978-3-319-57783-8
description statusPeer revieweden


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