Abstract
The purpose of this reflective essay was to explore the literature on educators that employ kindness as an approach to pedagogy in higher education. Through a series of reflections, we then considered how educators using a teaching philosophy guided by a pedagogy of kindness influenced learners’ lives, enhanced their social consciousness, and facilitated meaningful learning. To begin, we summarized research reports from peer-reviewed journals and articles from grey literature. Questions that guided the literature search were, how does the use of a teaching philosophy based on a pedagogy of kindness affect the learning environment for students and does it modify their attitudes towards social injustice, does this teaching philosophy improve academic outcomes for learners, and is there a possible link between a pedagogy of kindness and teaching success? In sum, the literature revealed that a teaching philosophy based on a pedagogy of kindness is a common approach used by inspiring educators. Further, this teaching philosophy positively influences students, their learning environments, their educational achievements, and engages them to reflect on issues of social justice. A pedagogy of kindness also results in increased career fulfillment for teachers. Our reflections provide examples of these conclusions.
Highlights
Questions that guided the literature search were, how does the use of a teaching philosophy based on a pedagogy of kindness affect the learning environment for students and does it modify their attitudes towards social injustice, does this teaching philosophy improve academic outcomes for learners, and is there a possible link between a pedagogy of kindness and teaching success? In sum, the literature revealed that a teaching philosophy based on a pedagogy of kindness is a common approach used by inspiring educators
Inspirational educators who adopt the use of kindness in their pedagogy engage and motivate students to try harder in their academic efforts leading to positive student outcomes (Hativa et al, 2001; Serbati et al, 2020)
The literature consistently shows that extraordinary instructors who espouse a teaching philosophy founded on a pedagogy of kindness make a significant impact on students’ lives and learning achievements (Clegg & Rowland, 2010; Groves et al, 2015; Hativa et al, 2001; Serbati et al, 2020; Thomas, 2019)
Summary
The educator can be the oppressor and the learner the oppressed, in that the teacher has the authority and the power and the student has none (Breuing, 2011; Giroux, 1997; Thomas, 2019; Weiler, 2001) This hierarchal structure of power, where the learner is dependent on the teacher, weakens social consciousness and undermines necessary social change (in terms of equality in race, gender, class, age, religion, and culture) (Breuing, 2011). Clegg and Rowland (2010) assert that kindness used in pedagogy can enhance learning environments and learner outcomes and forge an educator-student bond that commits to social justice
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