A sensibility is, on a rough first pass, an emotional orientation to the world. It shapes how things appear to us, evaluatively speaking. By transfiguring things’ evaluative appearances, a change in sensibility can profoundly alter one’s overall experience of the world. I argue that some forms of sensibility change entail (1) risking one’s knowledge of what experiences imbued with one’s prior sensibility were like, and (2) surrendering one’s grasp on the intelligibility of one’s prior emotional apprehensions. These costs have consequences (...) for Laurie Paul’s ‘problem of transformative experience.’ Paul has argued that when we are poised to become someone new, our inexperience generates problems for authentic choice about our own futures. By reckoning with the epistemic losses involved in sensibility change, I show that this problem must not be confined to novel transformations. Prior experience does not guarantee the knowledge or understanding necessary for choosing authentically (in Paul’s sense). If the problem Paul highlights is indeed a problem _at all,_ then, it is a still more pervasive and intractable one than it has been taken to be. (shrink)

What is the value of intellectual playfulness? Traditional characterizations of the ideal thinker often leave out playfulness; the ideal inquirer is supposed to be sober, careful, and conscientiousness. But elsewhere we find another ideal: the laughing sage, the playful thinker. These are models of intellectual playfulness. Intellectual playfulness, I suggest, is the disposition to try out alternate belief systems for fun – to try on radically different perspectives for the sheer pleasure of it. But what would the cog-nitive value be (...) of such playfulness? I suggest that intellectual playfulness function as, at the very least, a kind of intellectual insurance policy against epistemic traps. An epistemic trap is a belief system that re-directs good-faith inquiry to bad results. Am epistemic trap manipulates background beliefs to fend off contrary evidence. For example, a conspiracy theory might include a set of beliefs about how the mainstream media has been taken over by some vicious cabal. Normal epistemic attempts will be captured by a well-wrought epistemic trap, because normal attempts at inquiry are guided by these background beliefs -- which set what counts as a plausible path to explore, and what is implausible or beyond the pale. And a clever epistemic trap will manipulate those background beliefs for ill effect. Intellectual playfulness, on the other hand, isn’t motivated by an epistemic interest in the truth, but in the sheer pleasure of intellectual exploration. Since intellectual playfulness isn’t oriented towards the truth, it won’t be constrained by an agent’s background beliefs – it won’t, for example, prefer to investigate apparently more plausible pathways. Intellectual playfulness offers an opportunity to escape from epistemic traps. But intellectual playfulness has its own limitations. It will only drive us to explore belief systems when that exploration is fun. What we need is an array of differently-motivated exploratory tendencies – empathy, curiosity, playfulness – each of which will each cover for the others’ limitations. (shrink)

Do we empathize with the others because first we have recognized them as somehow equals, or do we recognize them as equals because first we have empathized with them? This article explores the relation between affective empathy, the moral recognition of the others, and personal identity. I defend that, to recognize others as valuable and act in line with this, one must be able to feel affective empathy for their situation, and, to do so, one has to 1) be curious (...) about them to surpass indifference, and 2) feel that your identity is not threatened by recognizing the others. Otherwise, rationalizations and justifications of antisocial behaviors would arise. Thus, I focus on how the construction of the self plays a key role in prosocial behaviors and the activation of affective empathy, which has been overlooked by moral philosophy in the debate on empathy. In order to do so, firstly, I explore cases where moral recognition is broken, secondly, I explore the dichotomic debate on the role of empathy for moral recognition and moral agency, and, thirdly, I try to enrich the debate by shifting the focus to the prerequisites to feel empathy, such as curiosity, a well-integrated self and healthy narcissism, addressing so how the construction of the self plays a key role in the possibility of empathizing with others and, therefore, in epistemic virtues and moral agency. As a result, I advocate the importance of psychological education for moral agency. (shrink)

This paper’s starting point is the popular thesis that emotions are constituted by experiences of value. This thesis raises what I call the value question: what exactly are these values that emotions are supposedly about? ‘Value’ here is understood broadly to include not only properties such as being good, bad, fearsome, dangerous, etc. but also being right, wrong, a reason, etc. In my view, the value question hasn’t received the concentrated attention that it deserves (though there are some notable exceptions), (...) perhaps because it isn’t immediately clear how to adjudicate competing answers. I argue, however, that Ronald de Sousa has developed two important ideas which can help us to make progress. These two ideas are as follows: (i) emotions help to solve the “frame problem” by controlling what strikes us as salient in deliberation, and (ii) emotions are Janus-faced, looking outward toward the world and inward toward the self. Careful consideration of the value question in light of these two proposals favours the view that emotions are about the following value: the emoter’s reasons to do things. (shrink)

In one sense of the term, empathy refers to the act of sharing in another person’s experience of and perspective on the world. According to simulation accounts of empathy, we achieve this by replicating the other’s mind in our imagination. We explore a form of empathy, empathic perspective-taking, that is not adequately captured by existing simulationist approaches. We begin by pointing out that we often achieve empathy (or share in another’s perspective) by listening to the other person. This form of (...) empathy, which we call “empathy through listening”, involves four distinctive features: (i) the actual sharing of a perspective; (ii) dynamical unfolding; (iii) collaboration; and (iv) mutual transformation. Next, we consider the individual basis of empathy through listening. We argue that it requires an attitude of “receptivity” and elaborate on this elusive concept in terms of “epistemic respect”. Finally, we consider whether this form of empathy can be adequately explained within the simulationist framework. We argue that simulationist approaches must be complemented by a receptivity-based conception of empathy—that is, a conception that envisions empathy not so much as an individual imaginative enterprise, but rather as a collaborative practice of engaging with the other while paying her due epistemic respect. (shrink)

Erick J. Ramirez, Miles Elliott and Per‑Erik Milam (2021) have recently claimed that using Virtual Reality (VR) as an educational nudge to promote empathy is unethical. These authors argue that the influence exerted on the participant through virtual simulation is based on the deception of making them believe that they are someone else when this is impossible. This makes the use of VR for empathy enhancement a manipulative strategy in itself. In this article, we show that Ramirez et al.’s ethical (...) rejection of empathy enhancement through VR is based on confusion. First, we show that this misunderstanding stems from the conception of empathy-enhancing simulations solely as failed attempts at “being someone else,” along with ignoring the crucial difference between the psychological perspective-taking processes of imagine-other and imagine-self. Then, having overcome that misconception, we argue that the ethical misgivings about the use of VR to promote empathy should disappear and that these projects have greater potential for behavioural change than purely sympathy-focused interventions. (shrink)

There are many good reasons to learn about the lives of people who have less social privilege than we do. We might want to understand their circumstances in order to have informed opinions on social policy, or to make our institutions more inclusive. We might also want to cultivate empathy for its own sake. Much of this knowledge is gained through social scientific or humanistic research into others' lives. The entitlement to theorize about or study the lives of marginalized others (...) is often granted under the presumption of academic freedom. This paper will not question whether academic freedom licenses us to do so in the first place ; instead, I will... (shrink)

The history of humankind is full of examples that indicate a constant desire to make human beings more moral. Nowadays, technological breakthroughs might have a significant impact on our moral character and abilities. This is the case of Virtual Reality (VR) technologies. The aim of this paper is to consider the ethical aspects of the use of VR in enhancing empathy. First, we will offer an introduction to VR, explaining its fundamental features, devices and concepts. Then, we will approach the (...) characterization of VR as an “empathy machine,” showing why this medium has aroused so much interest and why, nevertheless, we do not believe it is the ideal way to enhance empathy. As an alternative, we will consider fostering empathy-related abilities through virtual embodiment in avatars. In the conclusion, however, we will, we will examine some of the serious concerns related to the ethical relevance of empathy and will defend the philosophical case for a reason-guided empathy, also suggesting specific guidelines for possible future developments of empathy enhancement projects through VR embodied experiences. (shrink)

Are there limits to what it is morally okay to imagine? More particularly, is imaginatively inhabiting morally suspect perspectives something that is off-limits for truly virtuous people? In this paper, I investigate the surprisingly fraught relation between virtue and a familiar form of imaginative perspective taking I call empathy. I draw out a puzzle about the relation between empathy and virtuousness. First, I present an argument to the effect that empathy with vicious attitudes is not, in fact, something that the (...) fully virtuous person can indulge in. At least one prominent way of thinking about the psychology of the virtuous person excludes the possibility that the virtuous could emotionally apprehend the world in a less than virtuous way, and empathizing with vicious outlooks does seem to run afoul of that restriction. Then, I develop an argument that runs in the contrary direction: virtue in fact requires empathy with vicious outlooks, at least in some situations. There is reason to think that a crucial part of being virtuous is ministering effectively to others’ needs, and there is also reason to think that other people may need to be empathized with, even if their emotional outlooks are at least minorly vicious. Finally, I outline two different solutions to this puzzle. Both solutions hold some promise, but they also bring new challenges in their train. (shrink)

In this article, we apply the literature on the ethics of choice-architecture (nudges) to the realm of virtual reality (VR) to point out ethical problems with using VR for empathy-based nudging. Specifically, we argue that VR simulations aiming to enhance empathic understanding of others via perspective-taking will almost always be unethical to develop or deploy. We argue that VR-based empathy enhancement not only faces traditional ethical concerns about nudge (autonomy, welfare, transparency), but also a variant of the semantic variance problem (...) that arises for intersectional perspective-taking. VR empathy simulations deceive and manipulate their users about their experiences. Despite their often laudable goals, such simulations confront significant ethical challenges. In light of these goals and challenges, we conclude by proposing that VR designers shift from designing simulations aimed at producing empathic perspective-taking to designing simulations aimed at generating sympathy. These simulations, we claim, can avoid the most serious ethical issues associated with VR nudges, semantic variance, and intersectionality. (shrink)

This essay challenges some assumptions of prevalent theories of empathy. The empathizer, according to these theories, must have an emotion or a representation that matches the recipient’s emotion or representation. I argue that these conditions fail to account for important cases, namely surrogate and out-group empathy. In the course of this argument, I isolate some conceptual difficulties in extant models of cognitive empathy. In place of the matching theories,I propose an indexical model that (1) distinguishes virtual from real self-reference and (...) (2) replaces self–other distinctions with an epistemic condition. According to this account, empathy occurs when we index an intention to another person about whom we have the relevant knowledge or understanding. (shrink)

Are we really sure to correctly know what do we feel in front ofan artwork and to correctly verbalize it? How do we know what weappreciate and why we appreciate it? This paper deals with the problem ofintrospective opacity in aesthetics (that is, the unreliability of self-knowledge) in the light of traditional philosophical issues, but also of recentpsychological insights, according to which there are many instances ofmisleading intuition about one’s own mental processes, affective states orpreferences. Usually, it is assumed that (...) aesthetic statements are intuitivelyclear and self-evident. However, a long tradition in psychological researchhas called the idea of introspective transparency and the infallibility of self-knowledge into question (Wilson 2002). This topic has only recently beenrecognized as an interesting problem in aesthetics (Melchionne 2011, Irvin2014). In this paper I will discuss the main shortcomings in introspective self-knowledge, mostly referring to psychological findings. As a consequence, thedevelopment of a folk psychological account of aesthetic experience could beneeded, investigating how people develop intuitive and naïve theories abouttheir aesthetic reactions, taste, and feelings, distinct from a more objectiveand empirically grounded account of how judgment and preferences areactually formed in ourselves, even on a neurobiological level. However, itwill also be argued that bypassing the individual judgment and his expressedchoices in favor of allegedly more objective levels of description would notbe an innocent step to take. (shrink)

This essay ties together some main strands of the author’s research spanning the last quarter-century. Because of its broad scope and space limitations, he prescinds from detailed arguments and instead intuitively motivates the general points which are supported more fully in other publications to which he provides references. After an initial delineation of several distinct notions of meaning, the author considers such a notion deriving from the evolutionary biology of communication that he terms ‘organic meaning’, and places it in the (...) context of evolutionary game theory. That provides a framework for a special type of organic meaning found in the phenomenon of expression, of which the author here offers an updated characterization while highlighting its wide philosophical interest. Expression in turn generalizes to a paradigmatic form of human communication—conversation—and section 4 provides a taxonomy of conversation-types while arguing that attention to such types helps to sharpen predictions of what speakers say rather than conversationally implicate. We close with a view of fictional discourse on which authors of fictional works are engaged in conversation with their readers, and can provide them with knowledge in spite of the fictional character of their conversation. Such knowledge includes knowledge of how an emotion feels and is thus a route to empathy. (shrink)

Compassion is generally thought to be a morally valuable emotion both because it is concerned with the suffering of others and because it prompts us to take action to their behalf. But skeptics are unconvinced. Not only does a viable account of compassion’s evaluative content—its characteristic concern—appear elusive, but the emotional response itself seems deeply parochial: a concern we tend to feel toward the suffering of friends and loved ones, rather than for individuals who are outside of our circle of (...) intimates. In response, I defend a sophisticated, non-cognitivist account of compassion and explain how it avoids the difficulties that undermine other proposals. (shrink)

In this paper, we argue that, under a specific set of circumstances, designing and employing certain kinds of virtual reality (VR) experiences can be unethical. After a general discussion of simulations and their ethical context, we begin our argu-ment by distinguishing between the experiences generated by different media (text, film, computer game simulation, and VR simulation), and argue that VR experiences offer an unprecedented degree of what we call “perspectival fidelity” that prior modes of simulation lack. Additionally, we argue that (...) when VR experiences couple this perspectival fidelity with what we call “context realism,” VR experiences have the ability to produce “virtually real experiences.” We claim that virtually real experiences generate ethical issues for VR technologies that are unique to the medium. Because subjects of these experiences treat them as if they were real, a higher degree of ethical scrutiny should be applied to any VR scenario with the potential to generate virtually real experiences. To mitigate this unique moral hazard, we propose and defend what we call “The Equivalence Principle.” This principle states that “if it would be wrong to allow subjects to have a certain experience in reality, then it would be wrong to allow subjects to have that experience in a virtually real setting.” We argue that such a principle, although limited in scope, should be part of the risk analysis conducted by any Institutional Review Boards, psychologists, empirically oriented philosophers, or game designers who are using VR technology in their work. (shrink)

The concept of empathy has received much attention from philosophers and also from both cognitive and social psychologists. It has, however, been given widely conflicting definitions, with some taking it primarily as an epistemological notion and others as a social one. Recently, empathy has been closely associated with the simulationist approach to social cognition and, as such, it might be thought that the concept’s utility stands or falls with that of simulation itself. I suggest that this is a mistake. Approaching (...) the question of what empathy is via the question of what it is for, I claim that empathy plays a distinctive epistemological role: it alone allows us to know how others feel. This is independent of the plausibility of simulationism more generally. With this in view I propose an inclusive definition of empathy, one likely consequence of which is that empathy is not a natural kind. It follows that, pace a number of empathy researchers, certain experimental paradigms tell us not about the nature of empathy but about certain ways in which empathy can be achieved. I end by briefly speculating that empathy, so conceived, may also play a distinctive social role, enabling what I term ‘transparent fellow-feeling’. (shrink)

This paper seeks to illuminate the nature of empathy by reflecting upon the phenomenology of depression. I propose that depression involves alteration of an aspect of experience that is seldom reflected upon or discussed, thus making it hard to understand. This alteration involves impairment or loss of a capacity for interpersonal relatedness that mutual empathy depends upon. The sufferer thus feels cut off from other people, and may remark on their indifference, hostility or inability to understand. Drawing upon the example (...) of depression, I argue that empathy is not principally a matter of ‘simulating’ another person’s experience. It is better conceived of as a perception-like exploration of others’ experiences that develops progressively through certain styles of interpersonal interaction. (shrink)

Despite its linguistic roots in ancient Greek, the concept of empathy is of recent intellectual heritage. Yet its history has been varied and colorful, a fact that is also mirrored in the multiplicity of definitions associated with the empathy concept in a number of different scientific and non-scientific discourses. In its philosophical heyday at the turn of the 19th to the 20th century, empathy had been hailed as the primary means for gaining knowledge of other minds and as the method (...) uniquely suited for the human sciences, only to be almost entirely neglected philosophically for the rest of the century. Only recently have philosophers become again interested in empathy in light of the debate about our folk psychological mindreading capacities. In the second half of the last century, the task of addressing empathy was mainly left to psychologists who thematized it as a psychological phenomenon and process to be studied by the method of the empirical sciences. Particularly, it has been studied by social psychologists as a phenomenon assumed to be causally involved in creating prosocial attitudes and behavior. Nevertheless, within psychology it is at times difficult to find agreement of how exactly one should understand empathy; a fact of which psychologists themselves have become increasingly aware. The purpose of this entry is to clarify the concept of empathy by surveying its history in various philosophical and psychological discussions and by indicating why empathy was and should be regarded to be of such central importance in understanding human agency in ordinary contexts, in the human sciences and for the constitution of ourselves as social and moral agents. (shrink)

The principal aim of the thesis is to develop a developmental account of conscious experience. In this account, the objective is to understand and explain the phenomenal experience of newborns and pre-linguistic infants. The question that guides the investigation concerns the phenomenality of babies' experiences: what is it like to be a baby? There are some crucial philosophical issues that any account of the nature of infant consciousness must face: the ontology of early conscious states; the epistemic status of infants' (...) experiences; the content of infants' experiences. The thesis addresses how we evolve as conscious beings from early states of life until we become full self-conscious beings who are morally responsible for our actions. The thesis involves four chapters. The first chapter explores phenomenal consciousness in newborns, first addressing the epistemological and methodological problems, and then arguing that newborns are phenomenally conscious and have a variety of phenomenal experiences. The second chapter addresses representation in newborns, claiming that their conscious experiences represent the world and discussing the consequences for representationalism. The third chapter focuses on the sense of agency, arguing that infants have a sense of agency and a sort of self-consciousness. The fourth chapter discusses moral agency, focusing mainly on the role of empathy. (shrink)

In this paper I aim to show with the aid of philosophers Edith Stein and Peter Goldie, how empathy and other social feelings are instantiated and developed in real life versus on the Internet. The examples of on-line communication show both how important the embodied aspects of empathy are and how empathy may be possible also in the cases of encountering personal stories rather than personal bodies. Since video meetings, social media, online gaming and other forms of interaction via digital (...) technologies are taking up an increasing part of our time, it is important to understand how such forms of social intercourse are different from in real life meetings and why they can accordingly foster not only new communal bonds but also hatred and misunderstanding. (shrink)

Can a person privileged in some respect understand what it is like to be disprivileged in that respect? Some say yes; some say no. I argue that both positions are correct, because ‘understand what it is like to be disprivileged’ is ambiguous. Sometimes, it means grasp of the character of particular experiences of disprivileged people. Privileged people can achieve this. Sometimes, it means grasp of the general character shared by experiences of disprivileged people. Privileged people cannot achieve this. However, there (...) is a general kind of understanding that they can achieve: understanding of why individual experiences have their character, in relation to privilege and disprivilege. This understanding is a skill, not knowledge. It is difficult and discomforting for the privileged to acquire and is easily conflated with knowledge of general experiential character. Distinguishing and characterizing these kinds of understanding clarifies whether, and how, the privileged might understand what it is like to be disprivileged. (shrink)

There is a widespread intuition that readers’ empathy with fictional characters can help to understand certain works of literature. In a nutshell, the argument.

Within social psychology, group identification refers to a mental process that leads an individual to conceive of herself as a group member. This phenomenon has recently attracted a great deal of attention in the debate about shared agency. In this debate, group identification is appealing to many because it appears to explain important forms of intentionally shared actions in a cognitively unsophisticated way. This paper argues that, unless important issues about group identification are not illuminated, the heuristic function ascribed to (...) this notion for an understanding of shared agency remains dubious at best and unfulfilled at worst. This paper offers such a clarification by distinguishing and describing two different mental processes that constitute group identification: adoption of the group perspective and transformation in self-understanding. It is claimed that the latter process consists in the production of what Ruth Millikan labels “Pushmi-Pullyu representations” and that it is developmentally prior with respect to the ability of adopting the group perspective. (shrink)

After the great enthusiasm about the moral potentialities of empathy of the last thirty years, this phenomenon has been recently called into question, if not openly criticized, by both philosophers and psychologists among whom we find Jesse Prinz or Paul Bloom. This paper aims to show why empathy should not too easily be regarded as useless or even deleterious for morality and to propose a special role for it. In order to reach this goal, I will briefly sketch what I (...) mean with the term empathy and how is this psychological mechanism different from other akin phenomena like compassion. I will then turn my attention to some criticisms that can be made about the role of empathy for morality which show that empathy seems not a necessary element of the three main dimensions of morality, that is moral judgment, moral development and moral conduct. After that, I will try to defend empathy thanks to the identification of some important roles it can play both at a moral and at an epistemological level, in the attempt to demonstrate that empathy is in fact part of the fundamental features of a moral person. (shrink)

Whereas empathy is most often looked upon as a virtue and essential skill in contemporary health care, the relationship to sympathy is more complicated. Empathic approaches that lead to emotional arousal on the part of the health care professional and strong feelings for the individual patient run the risk of becoming unprofessional in nature and having the effect of so-called compassion fatigue or burnout. In this paper I want to show that approaches to empathy in health care that attempt to (...) solve these problems by cutting empathy loose from sympathy—from empathic concern—are mistaken. Instead, I argue, a certain kind of sympathy, which I call professional concern, is a necessary ingredient in good health care. Feeling oneself into the experiences and situation of the patient cannot be pursued without caring for the patient in question if the empathy is going to be successful. Sympathy is not only a thing that empathy makes possible and more or less spontaneously provides a way for but is something that we find at work in connection to empathy itself. In the paper I try to show how empathy is a particular form of emotion in which I feel with, about, and for the other person in developing an interpretation of his predicament. The with and for aspects of the empathy process are typically infused by a sympathy for the person one is empathizing with. Sympathy can be modulated into other ways of feeling with and for the person in the empathy process, but these sympathy-replacement feelings nevertheless always display some form of motivating concern for the target. Such an understanding of empathy is of particular importance for health care and other professions dealing with suffering clients. (shrink)

The aim of this paper is to mount a philosophical challenge to the currently highly visible research and discourse on empathy. The notion of empathetic perspective-shifting—a conceptually demanding, high-level construal of empathy in humans that arguably captures the core meaning of the term—is criticized from the standpoint of a philosophy of normatively accountable agency. Empathy in this demanding sense fails to achieve a true understanding of the other and instead risks to impose the empathizer’s self-constitutive agency upon the person empathized (...) with. Attempts to ‘simulate’ human agency, or attempts to emulate its cognitive or emotional basis, will likely distort their target phenomena in profound ways. Thus, agency turns out to be empathy’s blind spot. Elements of an alternative understanding of interpersonal relatedness are also discussed, focusing on aspects of ‘interaction theory’. These might do some of the work that high-level constructs of empathy had been supposed to do without running into similar conceptual difficulties. (shrink)

This paper presents a phenomenological account of empathy inspired by the proposal put forward by Edith Stein in her book On the Problem of Empathy, published originally 1917. By way of explicating Stein’s views, the paper aims to present a characterization of empathy that is in some aspects similar to, but yet essentially different from contemporary simulationist theories of empathy. An attempt is made to show that Stein’s proposal articulates the essential ingredients and steps involved in empathy and that her (...) proposal can be made even more comprehensive and elucidating by stressing the emotional aspect of the empathy process. Empathy, according to such a phenomenological proposal, is to be understood as a perceptual-imaginative feeling towards and with the other person’s experiences made possible by affective bodily schemas and being enhanced by a personal concern for her. To experience empathy does not necessarily or only mean to experience the same type of feeling as the target does; it means feeling alongside the feeling of the target in imagining and explicating a rich understanding of the experiences of the very person one is facing. (shrink)

In this article, our focus is on the topic of engagement and possibility of empathy with future generations. We acknowledge that empathy for future generations is practically unattainable in its strictest sense due to the lack of access to their potential mental states and the absence of direct interaction. Additionally, we will draw upon the arguments presented by Goldie and Slaby to address concerns regarding the potential paternalization that may arise in empathic relations towards future generations. However, despite these limitations, (...) it is important to emphasize that we are still engaged with future generations. Instead of adopting a paternalizing approach where we impose expectations on how they should feel, our engagement exposes us to the anticipated but unknown judgments of future generations. Throughout this article, we will argue that engagement with future generations brings out our own social self-consciousness and provides a basis of our connectedness and responsibility towards future generations. (shrink)

The thought that empathy plays an important role in moral motivation is almost a platitude of contemporary folk psychology. Parallel themes were mooted in German moral philosophy and aesthetics in the 1700s, and versions of the empathy construct remained prominent in continental accounts of moral motivation through the nineteenth century and early twentieth centuries. This chapter elucidates the Empathic Motivation Hypothesis (EMH) and sets out some of the conceptual and empirical challenges it faces. It distinguishes empathic concern from other dimensions (...) of empathy (e.g., resonance, attunement, distress, and non-empathic concern) and examines the merits of EMH as a developmental thesis, focusing on evidence from psychopathology and attachment theory. (shrink)

In this paper, I analyze the role of phenomenal knowledge in understanding the experiences of the victims of hermeneutical injustice. In particular, I argue that understanding that is enriched by phenomenal knowledge is a powerful tool to mitigate hermeneutical injustice. I proceed as follows: Firstly, I investigate the requirements for a full understanding of the experiences at the center of hermeneutical injustice and I argue that phenomenal knowledge is key to full understanding. Secondly, I distinguish between direct phenomenal knowledge and (...) imaginative phenomenal knowledge. Thirdly, I investigate whether one can gain imaginative phenomenal knowledge of the experiences of members of social groups other than one´s own. I consider reasons for pessimism in this regard and show that they are not conclusive. Then, I provide a model of how outgroup members can acquire imaginative knowledge of the experiences of the victims of hermeneutical injustice. Finally, I connect the varieties of phenomenal knowledge with different grades of understanding an experience and I outline how understanding that involves imaginative phenomenal knowledge helps to overcome various forms of hermeneutical injustice. (shrink)

Is there a sense in which we can be said to empathize with a philosophical position and, if so, what does empathy consist of here? Drawing on themes in the work of Maurice Merleau-Ponty, I sketch an account of the relationship between philosophical language and philosophical thought, according to which the task of understanding, evaluating, and building upon an explicit philosophical position can involve engaging with the experiential world of its author. If accepted, this account has broader implications for how (...) we conceive of both empathy and philosophical thought. (shrink)

The relationship between empathy, understood here as a cognitive act of imaginative transposition, and reasons, has been discussed extensively by Stueber :156–180, 2011; Emot Rev 4:55–63, 2012; in: Maibom The Routledge handbook of philosophy of empathy, Routledge, New York, pp 137–147, 2017). Stueber situates his account of empathy as the reenactment of another person’s perspective within a framework of folk psychology as guided by a principle of rational agency. We argue that this view, which we call agential empathy, is not (...) satisfying for two main reasons that we will examine consecutively. First, agential empathy cannot satisfactorily account for the case of emotional actions, which requires to take into account the phenomenal dimension of the mental states they stem from. We argue that Stueber overlooks this aspect, which is not reducible to understanding the reasons behind an agent’s behavior. We introduce the notions of experiential empathy and phenomenal insight to account for the imagined representation of the subjectively felt dimension of the target’s experience. Second, in virtue of his restrictive view of empathy, Stueber partly misconstrues this process: action explanation is not all there is to say about empathy. We argue that we have to go beyond the scope of agential empathy to do justice to the epistemic richness of empathy. Experiential empathy can in principle be available independently from reasons explanations: the main epistemic achievement of empathy can be indeed a matter of phenomenal insight only. (shrink)

The relationship between empathy, understood here as a cognitive act of imaginative transposition, and reasons, has been discussed extensively by Stueber :156–180, 2011; Emot Rev 4:55–63, 2012; in: Maibom The Routledge handbook of philosophy of empathy, Routledge, New York, pp 137–147, 2017). Stueber situates his account of empathy as the reenactment of another person’s perspective within a framework of folk psychology as guided by a principle of rational agency. We argue that this view, which we call agential empathy, is not (...) satisfying for two main reasons that we will examine consecutively. First, agential empathy cannot satisfactorily account for the case of emotional actions, which requires to take into account the phenomenal dimension of the mental states they stem from. We argue that Stueber overlooks this aspect, which is not reducible to understanding the reasons behind an agent’s behavior. We introduce the notions of experiential empathy and phenomenal insight to account for the imagined representation of the subjectively felt dimension of the target’s experience. Second, in virtue of his restrictive view of empathy, Stueber partly misconstrues this process: action explanation is not all there is to say about empathy. We argue that we have to go beyond the scope of agential empathy to do justice to the epistemic richness of empathy. Experiential empathy can in principle be available independently from reasons explanations: the main epistemic achievement of empathy can be indeed a matter of phenomenal insight only. (shrink)

I discuss Young’s “asymmetrical reciprocity” and apply it to an ethics of mental health care. Due to its emphasis on engaging with others through respectful dialogue in an inclusive manner, asymmetrical reciprocity serves as an appropriate framework for guiding caregivers to interact with their patients and to understand them in a morally responsible and appropriate manner. In Section 1, I define empathy and explain its benefits in the context of mental health care. In Section 2, I discuss two potential problems (...) surrounding empathy: the difficulty of perspectivetaking and “compassion fatigue.” In Section 3, I argue that these issues can be resolved if examined through the lens of an ethics of care. Reciprocal relationships between patients and caregivers are an important element in the development of an ethics of care. In Section 4, I introduce two models of reciprocity that can be applied to a health care context: Benhabib’s symmetrical reciprocity and Young’s asymmetrical reciprocity. In Section 5, I demonstrate how asymmetrical reciprocity cultivates empathy and, in Section 6 and Section 7, I show how it overcomes the objections of empathy and improves therapeutic relationships. (shrink)

This paper addresses three commentaries on Victims' Stories and the Advancement of Human Rights. In response to Vittorio Bufacchi, it argues that asking victims to tell their stories needn't be coercive or unjust and that victims are entitled to decide whether and under what conditions to tell their stories. In response to Serene Khader, it argues that empathy with victims' stories can contribute to building a culture of human rights provided that measures are taken to overcome the implicit biases and (...) colonialist interpellations she identifies. In response to Andrea Westlund, it proposes a taxonomy of types of narrative closure and offers some arguments to strengthen her view that empathy with victims' stories endows audience members with a new reason and new motivation to support human rights. (shrink)

In this paper, I will argue, contra Prinz, that empathy is a crucial component of our moral lives. In particular, I argue that empathy is sometimes epistemologically necessary for identifying the right action; that empathy is sometimes psychologically necessary for motivating the agent to perform the right action; and that empathy is sometimes necessary for the agent to be most morally praiseworthy for an action. I begin by explaining what I take empathy to be. I then discuss some alleged problems (...) for empathy and explain why some argue that empathy is unnecessary and sometimes even problematic in the moral domain. Next, I criticize a prominent alternative to an empathy-based morality. Finally, I argue that that empathy is sometimes epistemologically and psychologically necessary for doing the right thing and is sometimes necessary for moral worth. I conclude with a discussion of the important role of empathy in our everyday lives. (shrink)

According to an influential view, empathy has, and should have, a role in ethics, but it is by no means clear what is meant by 'empathy', and why exactly it is supposed to be morally good. Recently, Peter Goldie has challenged that view. He shows how problematic empathy is, and argues that taking an external perspective is morally superior: we should focus on the other, rather than ourselves. But this argument is misguided in several ways. If we consider conversation, there (...) is no need to see an opposition between a focus on the other and on ourselves. I propose to shift the perspective of the discussion towards the needs of those who are supposed to benefit from empathy, and to study how people communicate their imaginative processes towards their receivers. I end with an exploration of theoretical resources for an account of mutual perspective- shifting. (shrink)

Projection does not reliably serve cognition; it all too often contributes to failures of knowledge. Our projecting not only imaginatively misrepresents the world by attributing a feature of ourself to it. In doing so it can misrepresent us as lacking that feature. It is an act of the imagination which re-locates unwanted attributes into a motivated misrepresentation which distorts our grasp of reality and of ourselves. The imaginative act itself is not consciously intended so that we take the resulting picture (...) at face value, despite the distortion. Without a strong reason to question this misperception the projection remains undetected and the misrepresentation affects our relations to others. Projection serving motivated self-deception thus evades correction. Realistic self-knowledge becomes possible through psychoanalysis when the patient's projections are received by the analyst as communications impinging on her capacity for sympathy. I show how the psychology of sympathy we find in Hume and Smith provides a philosophical frame of reference for understanding this interaction between sympathy and projection. I bring sympathy together with contemporary Kleinian psychoanalytic theory to explain how psychoanalytic interpretation engages with this interaction to reduce the effects of projection and enable a self-knowledge grounded in the subject's own experience of herself. (shrink)

Kendall Walton’s account of make-believe takes the social dimension of imagination into account. In this paper I aim to extend this suggestion and argue that works of fiction allow for encounters with concrete (yet fictitious) persons with a distinct point of view and a discernible perspective. These encounters allow us to contrast the perspective(s) that emerge from the work with one’s own. I will then discuss two moments of the social dimension: imagining fictional scenarios is a social practice, a game (...) we play together and in which we encounter others. Both of these moments shed light on the central role of fiction for the social community in which it is embedded and show how engaging with works of fiction can contribute to the inner cohesion and to the persistence of the group. (shrink)

This article distinguishes between several modifications of perception and perspective-taking in order to grasp the relevance of phantasmatic and imaginatory consciousness for empathy. Drawing on insights from phenomenology, it tries to elucidate the complex process of empathically perceiving and understanding the other by looking at the structures of anticipation and fulfilment from the level of self-affection, to perceptual, personal, and narrative perspective-taking. Thereby, the problem of objectifying the personal background of the other in empathic transposition is addressed and the intertwinements (...) of expectation-driven and stimulus-driven components of the empathic process are reviewed. (shrink)

This paper discusses Diana Meyers's book in light of postcolonial feminist insights. It argues that though Meyers's defense of empathy is admirably sensitive to the ways philosophical concepts and popular discourses can undermine our empathetic capacities, building a human rights culture requires attention to the relational and distributional dimensions of empathy. Meyers's criticism of the expectation of moral purity from victims attests to the richness of her work on agency and helps dismantle unduly narrow conceptions of who counts as a (...) victim of a human rights violation. Meyers's argument for empathy over sympathy is especially useful for understanding culturally encoded forms of degradation. However, human rights violations are caused not only by empathy deficits; they are caused also by empathy excesses toward some people and savior mentalities that can coexist with empathy. Empathy should be supplemented by a political analysis that helps us identify the causes of global injustice. (shrink)

It is commonly presupposed that there are no decisive differences between empathy with fictional characters on one hand and empathy with real persons on the other. I distinguish two types of processes of affect recognition "Perceptual Affect Recognition" and "Affective Affect Recognition". The consensus view about empathy with fictional characters has to be challenged if "empathy" refers to the former or the latter process because of the significant differences between the fictional and the non-fictional scenario: firstly, readers as "empathizers" cannot (...) perceive the fictional target person directly but only the literary text. This is especially problematic for Affective State Recognition. Secondly, fictional characters do not exist, at least not in the sense that they are real people or entities with mental states which leads to relevant differences of the accuracy conditions of Affective Affect Recognition in the fictional and the nonfictional scenario. (shrink)

This essay explores four aspects of Gruen's theory. The first section considers her analysis of the concepts of sympathy, pity, and emotional contagion. The second section outlines the main features of her conception of empathy and highlights some worries about empathy that her theory addresses. The third section examines empathy's contributions to moral epistemology. The fourth section queries Gruen's contention that empathy is morally motivating.

One of the challenges facing complex democratic societies marked by deep normative disagreements and differences along lines of race, gender, sexuality, culture and religion is how the perspectives of diverse individuals and social groups can be made effectively present in the deliberative process. In response to this challenge, a number of political theorists have argued that empathetic perspective-taking is critical for just democratic deliberation, and that a well-functioning democracy requires the cultivation in citizens of empathetic skills and virtues. In this (...) paper, we begin by distinguishing several kinds of imaginative projection and corresponding kinds of empathy. On the basis of this analysis, we suggest that genuine empathetic perspective-taking, especially across gendered, racial and embodied differences, is more challenging than is often assumed in the literature. This poses a dilemma for theorists who place great store on the role of empathetic imagination to overcome the challenges of democratic deliberation. On the one hand, placing responsibilities for empathetic perspective-taking primarily on the socially privileged raises risks of inaccurate and inappropriate projection. On the other hand, mitigating the risks of projection by calling on the socially marginalised to articulate their experiences and feelings in a way that can engage the imagination of the socially privileged, risks perpetuating epistemic injustice. We suggest that while this dilemma may be difficult to overcome, its effects can nevertheless be mitigated through both the cultivation of individual deliberative virtues and pragmatic institutional responses. (shrink)

Søren Kierkegaard 's account of faith in Philosophical Fragments claims that the historical Incarnation is necessary for faith, but that historical evidence for the Incarnation is neither necessary nor sufficient for faith. It has been argued that the defence of these two claims gives rise to a faith /history problem for Kierkegaard and that it is incoherent to defend an account of faith which affirms both the necessity of the historical Incarnation and rejects the necessity and sufficiency of the historical (...) evidence for the Incarnation. I argue that this problem can be solved by applying Eleonore Stump's account of divine–human union. I argue that the Incarnation is necessary because it allows us to enjoy a kind of mutual empathy with Christ which is the basis of divine–human union and that the historical evidence is neither necessary nor sufficient since faith is grounded in a second-person experience of Christ. I claim that this solves the faith /history problem and offers a way of defending Kierkegaard 's account of faith as coherent. (shrink)

Many people think of empathy as a powerful force for good within society and as a crucial component of moral cognition. Recently, prominent theorists in psychology and philosophy have challenged this viewpoint and mounted a case against empathy. The most compelling versions of this case rely heavily on empirical evidence from psychology and neuroscience. They contend that the inherent partiality and parochialism of empathy undermines its potential to serve moral ends. This paper argues that the argument against empathy overreaches; it (...) makes an unwarranted inference from descriptive evidence about our empathic capacities to normative claims about the proper role of empathy in culture, society, and ethics. The paper concludes with suggestions about how to use insights from the empirical literature to build a more nuanced and contextually sensitive account of the role of empathy in our ethical lives. (shrink)