Abstract
Purpose The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university. Design/methodology/approach The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP). Findings These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience. Research limitations/implications The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use. Practical implications The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE). Social implications The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good. Originality/value A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.
Highlights
Duhigg (2016) reports on a study by Google of 180 teams amongst its 55,000 employees
In contrast where students were offered support in use of the compassionate micro skills of group work, there was evidence of the cognitive flexibility needed to focus on subject and on, sustained close observation of the self and others in the group’s internal interactions
This paper has explored the notion of attention regulating skills that are supported by the executive skills of cognitive flexibility, working memory and impulse inhibitory control (Zelazo et al, 2016)
Summary
Duhigg (2016) reports on a study by Google of 180 teams amongst its 55,000 employees. In contrast where students were offered support in use of the compassionate micro skills of group work (three examples of which skills are shown in Table A1; see Gilbert, 2016a, b; 2017a, b), there was evidence of the cognitive flexibility needed to focus on subject and on, sustained close observation of the self and others in the group’s internal interactions For this black male student who scored over 70 per cent in his assessed seminar, including for his subject-relevant critical thinking performance, these micro skills were key because: S33: Those things help you to focus [...][7] So I think if it were all taken out, I don’t know how it would have went – for me anyway[8]. Looking back on my undergrad, I would have really appreciated people being able to speak up and have discussion [...][29]
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