Empathy and moral development

By M. Hoffman. 2000

668 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/642393239ba2695090dd41b5d15b894b017e29f7

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In Education

Citations in the corpus

Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions (2014, background): “…confined to intellectual content in the classroom but has to address and be related to students’ everyday situations, and thus include and focus on real-life moral encounters identified by Hoffman (2000), such as witnessing someone in distress or pain, like being a bystander in bullying situations.”
Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD) (2013, neutral): “Empathy is often perceived as consisting of two abilities: to cognitively adopt another person’s perspective and to become emotionally aroused by this situation (Davis, 1983; Hoffman, 2000).”
Social understanding and self-regulation predict pre-schoolers’ sharing with friends and disliked peers (2015, background): “…self and other, children become able 1) to understand that their perceived self-distress is caused by the other’s distress and 2) to transform their own negative emotionality into constructive and solution-oriented behaviours such as comforting the other (Moore, 2007; see also Hoffman, 2000).”
Moral Judgment Development across Cultures: Revisiting Kohlberg's Universality Claims. (2007, background): “Although Kohlberg died in 1987, and approaches to moral development have since proliferated (e.g., Dawson & Gabrielian, 2003; Gibbs, 2006b; Haidt, 2003; Hoffman, 2000; Krebs & Denton, 2005, 2006; Pizarro & Bloom, 2003; Shweder et al., 2006; Tappan, 2006; Turiel, 2006b), cognitive developmental resea”
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model (2013, background): “Even though some authors do argue that high moral sensibility of prosocial kids can explain their helping behavior (Hoffman, 2000), passive bystanders usually show comparable levels of moral competence and moral disengagement (Gini, 2006a; Menesini et al.”
Origins of human cooperation and morality. (2013, background): “From early in ontogeny, then, sympathy is a multidetermined and thus reliable response (see Hoffman 2000, Vaish & Warneken 2012).”
The Social Neuroscience of Empathy (2009, background): “Even though empathy has been studied extensively by developmental psychologists in the past few decades (Eisenberg & Strayer 1987; Hoffman 2000; Zahn-Waxler et al. 1992), our knowledge about the role of the developing brain in the domains of emotions and empathy is very limited.”
TEACHING EMPATHY: A FRAMEWORK ROOTED IN SOCIAL COGNITIVE NEUROSCIENCE AND SOCIAL JUSTICE (2011, background): “Iacoboni (2008) describes ongoing mirror neuron research as it applies to children with autism.”
The functional architecture of human empathy. (2004, background): “Thus, it is clear that from very early on in development, infants are capable of emotional resonance, which is one important precursor of empathy (Hoffman, 2000).”
Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children (2015, methodology): “In the online processing of social information (see Arsenio & Lemerise, 2004; Hoffman, 2000), “hot” cognitions evoked by moral emotions draw attention to the victim’s distress and the moral issues in the situation in a way that seems to be more persuasive and forceful than any parallel presence of…”
The Scale of Ethnocultural Empathy: Development, Validation, and Reliability (2003, background): “…of empathy is linked to both intergroup aggression (Struch & Schwartz, 1989) and social dominance orientation (Pratto, Sidanius, Stallworth, & Malle, 1994), whereas Hoffman (2000) suggested that empathy is one of the key antecedents and corollaries to prosocial behavior and justice orientation.”
Social cognition and moral cognition in bullying: What's wrong? (2006, background): “Moreover, these emotions imply the need of reparation as a consequence of a negative outcome produced by one’s behavior (Bybee, 1998; Hoffman, 2000).”
Understanding Others: Brain Mechanisms of Theory of Mind and Empathy (2008, background): “…(for other relevant overviews from the fields of social neuroscience and psychology, see Batson, 1987, 2009; Batson et al., 1987; Decety and Jackson, 2004; Decety and Lamm, 2007; Eisenberg and Fabes, 1990; Hoffman, 2000; Keysers and Gazzola, 2006, 2007; Preston and de Waal, 2002; Wispe, 1986).”
A classmate in distress: schoolchildren as bystanders and their reasons for how they act (2007, background): “…2006a) and feelings like empathy (e.g., Hoffman, 1987, 2000; Batson, Ahmad, & Stocks, 2004; Eisenberg et al., 2004) as well as cognition (e.g., Hoffman, 2000; Dodge & Rabiner, 2004; Lapsley & Narvaez, 2004; Narvaez & Lapsley, 2005) influence an individual’s behaviour in social situations…”