Self-Compassion: Growing resilience and perspective-taking in turbulent times

Authors

Abstract

COVID-19 has brought disruption across the globe. Yet, disruption or disequilibration is a starting place in transformative learning which can produce positive change and growth. Empathy within TL is explored and the practice of empathy is situated within self-compassion. Self-compassion can support the teacher through disequilbration and assist in developing resilience and perspective-taking. Furthermore, it will support the teacher inwardly in their person and outwardly in their practice. We conclude with concrete steps to develop self-compassion.

Author Biographies

Deborah Joy Kramlich, Payap University, Chiang Mai, Thailand

I am a visiting Postdoctoral Research Associate at Payap University and an English teacher at the Christliche Deutsche Schule both in Chiang Mai, Thailand. Additionally, I lecture on Intercultural Communication as well as Educational Theories and Instructional Design and consults with schools and non-profits to implement principles of transformative learning in their curriculum and instruction. I have written a curriculum on academic reading and intercultural adjustment for the Europäische Fernhochschule Hamburg and taught English in four countries ranging from primary school to university. My Ph.D. research focused on teachers fostering and facilitating transformative learning through their person and practice in European theological schools.

Ruth Beck, Europäische Fernhochschule Hamburg

Ruth Beck works in the intercultural Management (MA) degree program at Europäische Fernhochschule Hamburg. She is responsible for master level courses on intercultural negotiation and organizational sustainability and teaches intercultural management online.

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Published

2021-07-20

Issue

Vol. 8 No. 1 (2021): Special Issue: Disrupted Learning Amid the Pandemic

Section

Special Issue Essays

License

Copyright (c) 2021 Deborah Joy Kramlich, Ruth Beck

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