EnglishIn a climate of increased antisemitism and other hate-related incidents, working to encourage empathy and empathic leadership certainly seems to me to be profoundly important in today’s world.
When I was five years old, my mother presented me with a pair of ice skates that she had worn as a child. She could hardly get the words out to tell me about this special gift and I can still envision her tearful face that day long ago. These were not ordinary ice skates. They were brown and old and didn’t look at all like the pretty white ice skates that my friend’s parents had bought them at the local store. This was no typical presentation of a childhood artifact to an offspring. These skates had been worn by my mother when she was growing up as a happy Jewish child in Vienna, Austria, before the Nazis took over in March of 1938. These skates were a physical testament to her life before her parents (my grandparents) were murdered in The Holocaust. My mother had taken these skates with her when at the tender age of thirteen, she was forced to leave her parents a few days after Kristallnacht. These skates had then been hidden under the ground for the three horrific war years that my mother had spent in hiding without her family and as a teenager in Holland. These skates were the embodiment of her survival and of her profound losses: of her childhood, home, country, family, and even her sense of self.
I knew that I didn’t have relatives, and that something horrible had happened to my mother. But this actual physical manifestation of her trauma shown to me when I was young left a profound impact on my life. It shaped who I am and started my own journey toward developing empathy toward others’ suffering. More importantly, directly hearing and seeing the terrible impact of trauma created a desire in me to want to work to develop empathy in others and try to create a better world. Throughout this work, I consciously utilized what I understood about my personal connections to my family’s Holocaust stories, to reach students and help them to care about others.
Research shows that when students learn to become more empathic, they improve their communication skills, lessen the likelihood of anti-social behavior, demonstrate higher academic achievement, and develop more positive relationships. Research also shows that these skills can assist students to achieve more success in an increasingly complex world.
How Holocaust Education Can Support Educators
Testimony from Holocaust survivors and witnesses as well as artifacts, like my mother’s ice skates, are useful tools for developing empathy among students. The Echoes & Reflections Holocaust education program offers us reflective ways to develop these important skills, specifically through their collection of visual history testimony provided by USC Shoah Foundation’s IWitness and the featuring of artifacts and primary sources in their lesson plans. Hearing from Holocaust survivors and witnesses is one of the strongest predictors of citizenship values, as reported by the Journal of Moral Education. When a student watches and hears visual history testimony, they become connected to that person in a way that wouldn’t be possible through another medium. With support from Echoes & Reflections resources, educators can work with students to help them do a deep dive into analyzing testimony and be better able to tap into their imaginations and develop their ability to understand another person’s experiences. Visual history testimony can be used to teach listening skills, how to read body language, and how to have an increased understanding of personal emotions.
To facilitate this process, educators can ask their students to focus on particular aspects of a person’s testimony and ask students to answer pointed questions such as:
- “How does this testimony make me feel?”
- “What specifically do I notice about the person’s tone of voice and body language throughout the testimony?”
- “Does the person’s body language change when they are speaking about different incidents and if so, what does this change tell us about the person’s experiences?”
- “What does this remind me of in my own life?”
- “What might I do differently in my own life after seeing this testimony?”
Employing these questions, educators can facilitate classroom discussion, encourage journaling, and foster ongoing reflection projects. Educators can also use these ideas in exploring many other Echoes & Reflections resources such as photographs, literature, poetry, artwork, and other primary sources to better foster empathy.
For me, the ice skates that my mother gave me that day long ago became the embodiment of the reason for the need for empathy. Holocaust education can cultivate that skill in our students so that future generations will foster empathic leaders and improve the world.
About the author: Evelyn Loeb LCSW-R is a retired school social worker and clinician. In addition to serving as a facilitator for Echoes & Reflections, she facilitates programs for the “A World of Difference Institute” and “Words to Action”( Confronting Antisemitism) for ADL.
