to star but I want you to do an honesty quiz with me I want everybody in the
quiz with me I want everybody in the
quiz with me I want everybody in the room think back to when you’re a
room think back to when you’re a
room think back to when you’re a teenager for some that might be take it
teenager for some that might be take it
teenager for some that might be take it a lot longer but others I hope not think
a lot longer but others I hope not think
a lot longer but others I hope not think back to when you’re a teenager and if
back to when you’re a teenager and if
back to when you’re a teenager and if you did at least one thing that you
you did at least one thing that you
you did at least one thing that you didn’t tell your mother or your father
didn’t tell your mother or your father
didn’t tell your mother or your father put your hand up
put your hand up
put your hand up come on okay put your hands down if you
come on okay put your hands down if you
come on okay put your hands down if you didn’t put your hand up it’s too late
didn’t put your hand up it’s too late
didn’t put your hand up it’s too late the thing is that a lot of the youth and
the thing is that a lot of the youth and
the thing is that a lot of the youth and young people get bad press we tend to
young people get bad press we tend to
young people get bad press we tend to vilify young people not all the time but
vilify young people not all the time but
vilify young people not all the time but you know very quickly in the media young
you know very quickly in the media young
you know very quickly in the media young people are seen as the cause of problems
people are seen as the cause of problems
people are seen as the cause of problems rather than the solution what I’m going
rather than the solution what I’m going
rather than the solution what I’m going to do with you over the next couple of
to do with you over the next couple of
to do with you over the next couple of minutes I hope is talk to you about why
minutes I hope is talk to you about why
minutes I hope is talk to you about why youth are important but why empathy
youth are important but why empathy
youth are important but why empathy education in terms of in schools with
education in terms of in schools with
education in terms of in schools with youth in a very I think very innovative
youth in a very I think very innovative
youth in a very I think very innovative way holds really good promise and
way holds really good promise and
way holds really good promise and there’s something we should take
there’s something we should take
there’s something we should take seriously by the way 80% of 82% to be
seriously by the way 80% of 82% to be
seriously by the way 80% of 82% to be exact of young people grow up with
exact of young people grow up with
exact of young people grow up with absolutely no problem in their life and
absolutely no problem in their life and
absolutely no problem in their life and of the roughly 20% that do less than 20%
of the roughly 20% that do less than 20%
of the roughly 20% that do less than 20% I have a problem 80% of those just grow
I have a problem 80% of those just grow
I have a problem 80% of those just grow out of the problem so the rule to be a
out of the problem so the rule to be a
out of the problem so the rule to be a good parent is do nothing
good parent is do nothing
good parent is do nothing and actually it’s true but it’s really
and actually it’s true but it’s really
and actually it’s true but it’s really interesting I’m doing a lot of more
interesting I’m doing a lot of more
interesting I’m doing a lot of more serious work in relation to my work with
serious work in relation to my work with
serious work in relation to my work with UNESCO in relation to youth extremism
UNESCO in relation to youth extremism
UNESCO in relation to youth extremism and violence and it’s really and I did
and violence and it’s really and I did
and violence and it’s really and I did use the term youth radicalization
use the term youth radicalization
use the term youth radicalization because I think being radical as a youth
because I think being radical as a youth
because I think being radical as a youth is a good thing I’m a radical adult
is a good thing I’m a radical adult
is a good thing I’m a radical adult there’s nothing wrong with being a
there’s nothing wrong with being a
there’s nothing wrong with being a radical youth but even in terms of a
radical youth but even in terms of a
radical youth but even in terms of a really serious issue of violence
really serious issue of violence
really serious issue of violence prevention and youth extremism it really
prevention and youth extremism it really
prevention and youth extremism it really is interesting that in the work that
is interesting that in the work that
is interesting that in the work that I’ve been doing with UNESCO and with the
I’ve been doing with UNESCO and with the
I’ve been doing with UNESCO and with the UN what has become clear is that it’s
UN what has become clear is that it’s
UN what has become clear is that it’s not just the internet that’s the issue
not just the internet that’s the issue
not just the internet that’s the issue the issue actually is around empathy and
the issue actually is around empathy and
the issue actually is around empathy and you heard a little bit earlier on
you heard a little bit earlier on
you heard a little bit earlier on empathy so let’s talk about what is
empathy so let’s talk about what is
empathy so let’s talk about what is empty and be really clear about what I’m
empty and be really clear about what I’m
empty and be really clear about what I’m saying when I talk about empty so empty
saying when I talk about empty so empty
saying when I talk about empty so empty first of all is not sympathy sympathy is
first of all is not sympathy sympathy is
first of all is not sympathy sympathy is a completely different thing sympathy is
a completely different thing sympathy is
a completely different thing sympathy is when you feel pity or when you feel
when you feel pity or when you feel
when you feel pity or when you feel sorrow so and then when you look at what
sorrow so and then when you look at what
sorrow so and then when you look at what empathy is empathy can either be static
empathy is empathy can either be static
empathy is empathy can either be static or active okay so when you think about
or active okay so when you think about
or active okay so when you think about empathy it’s the capacity to understand
empathy it’s the capacity to understand
empathy it’s the capacity to understand where somebody is coming from to
where somebody is coming from to
where somebody is coming from to identify with them to really feel for
identify with them to really feel for
identify with them to really feel for them but not in a way that is pitiful
them but not in a way that is pitiful
them but not in a way that is pitiful that’s static empty active empathy is
that’s static empty active empathy is
that’s static empty active empathy is where you actually go and do something
where you actually go and do something
where you actually go and do something about it and it’s really interesting
about it and it’s really interesting
about it and it’s really interesting getting back to my pro youth statement
getting back to my pro youth statement
getting back to my pro youth statement that if you look at things like 9/11
that if you look at things like 9/11
that if you look at things like 9/11 tsunami Hurricane Katrina research has
tsunami Hurricane Katrina research has
tsunami Hurricane Katrina research has shown that the first people in to help
shown that the first people in to help
shown that the first people in to help in human disaster has been youth now
in human disaster has been youth now
in human disaster has been youth now that’s not to say all youth behavior is
that’s not to say all youth behavior is
that’s not to say all youth behavior is good as we do know horrific Lee there
good as we do know horrific Lee there
good as we do know horrific Lee there have been occasions where this has gone
have been occasions where this has gone
have been occasions where this has gone the other way but in order to get to
the other way but in order to get to
the other way but in order to get to that we get to that a bit later
that we get to that a bit later
that we get to that a bit later as to why I’m thinking about this like
as to why I’m thinking about this like
as to why I’m thinking about this like solution what I want to do to start with
solution what I want to do to start with
solution what I want to do to start with is to think back to two examples one is
is to think back to two examples one is
is to think back to two examples one is very personal for me which it you know
very personal for me which it you know
very personal for me which it you know I’m very happy to share with you and one
I’m very happy to share with you and one
I’m very happy to share with you and one then is more historical let’s start with
then is more historical let’s start with
then is more historical let’s start with the historical one so I want you to
the historical one so I want you to
the historical one so I want you to think back over 100 years ago to World
think back over 100 years ago to World
think back over 100 years ago to World War one to Christmas Touma’s een in near
War one to Christmas Touma’s een in near
War one to Christmas Touma’s een in near in Belgium near eeep
in Belgium near eeep
in Belgium near eeep and think of Christmas Eve on a snowy
and think of Christmas Eve on a snowy
and think of Christmas Eve on a snowy evening you had British and Irish and
evening you had British and Irish and
evening you had British and Irish and French soldiers for pletely British and
French soldiers for pletely British and
French soldiers for pletely British and Irish soldiers at that stage one side of
Irish soldiers at that stage one side of
Irish soldiers at that stage one side of no-man’s land and you German soldiers on
no-man’s land and you German soldiers on
no-man’s land and you German soldiers on the other side a no-man’s land
the other side a no-man’s land
the other side a no-man’s land suddenly soldiers started to sing the
suddenly soldiers started to sing the
suddenly soldiers started to sing the German soldiers started to sing still
German soldiers started to sing still
German soldiers started to sing still not silent night they were applauded by
not silent night they were applauded by
not silent night they were applauded by the British soldiers and the British
the British soldiers and the British
the British soldiers and the British soldier signed Good King Wenceslas I’m
soldier signed Good King Wenceslas I’m
soldier signed Good King Wenceslas I’m getting into the mood for Christmas then
getting into the mood for Christmas then
getting into the mood for Christmas then two soldiers one from each side took a
two soldiers one from each side took a
two soldiers one from each side took a very dangerous step and stood up
very dangerous step and stood up
very dangerous step and stood up could’ve got shot went across shook
could’ve got shot went across shook
could’ve got shot went across shook hands and peace broke out priest peace
hands and peace broke out priest peace
hands and peace broke out priest peace broke out for quite a number of days the
broke out for quite a number of days the
broke out for quite a number of days the soldier is mixed mingled shared schnapps
soldier is mixed mingled shared schnapps
soldier is mixed mingled shared schnapps photographs of their children
photographs of their children
photographs of their children chocolate celebrated Christmas together
chocolate celebrated Christmas together
chocolate celebrated Christmas together and they even played a famous game of
and they even played a famous game of
and they even played a famous game of football which by the way Germany won
football which by the way Germany won
football which by the way Germany won one nil I believe from da Milan not that
one nil I believe from da Milan not that
one nil I believe from da Milan not that that matters but the thing is that they
that matters but the thing is that they
that matters but the thing is that they they identified with each other they had
they identified with each other they had
they identified with each other they had human contact with each other and they
human contact with each other and they
human contact with each other and they had warmth for each other
had warmth for each other
had warmth for each other and then they had empathy for each other
and then they had empathy for each other
and then they had empathy for each other and they were expected to go back
and they were expected to go back
and they were expected to go back fighting and many of them were unable or
fighting and many of them were unable or
fighting and many of them were unable or unwilling a number were court-martialed
unwilling a number were court-martialed
unwilling a number were court-martialed for fraternizing with the enemy and
for fraternizing with the enemy and
for fraternizing with the enemy and others were just sent back from the
others were just sent back from the
others were just sent back from the front and other soldiers put in but it
front and other soldiers put in but it
front and other soldiers put in but it is interesting that in 2000 1915 in the
is interesting that in 2000 1915 in the
is interesting that in 2000 1915 in the Vosges mountains another peace broke out
Vosges mountains another peace broke out
Vosges mountains another peace broke out between soldiers in a similar way an
between soldiers in a similar way an
between soldiers in a similar way an amazing part of the story and this is
amazing part of the story and this is
amazing part of the story and this is true that there was a cat now the cat
true that there was a cat now the cat
true that there was a cat now the cat was called felix by the British soldiers
was called felix by the British soldiers
was called felix by the British soldiers and nestor by the German soldiers which
and nestor by the German soldiers which
and nestor by the German soldiers which is very confusing very confusing for the
is very confusing very confusing for the
is very confusing very confusing for the cat the cat carried messages across
cat the cat carried messages across
cat the cat carried messages across no-man’s land scribbled into a little
no-man’s land scribbled into a little
no-man’s land scribbled into a little thing on his neck or her neck on
thing on his neck or her neck on
thing on his neck or her neck on well his neck and believe it or not the
well his neck and believe it or not the
well his neck and believe it or not the generals decided that the Koch will be
generals decided that the Koch will be
generals decided that the Koch will be court-martialed and the cat was shot
court-martialed and the cat was shot
court-martialed and the cat was shot know empty there
know empty there
know empty there so I think we should start a campaign
so I think we should start a campaign
so I think we should start a campaign for Felix stroke Nestor’s brought back
for Felix stroke Nestor’s brought back
for Felix stroke Nestor’s brought back into not back to life but brought back
into not back to life but brought back
into not back to life but brought back and to be condoned for his good behavior
but it is interesting that in a war
but it is interesting that in a war situation that is how powerful empathy
situation that is how powerful empathy
situation that is how powerful empathy can be and the example for myself is not
can be and the example for myself is not
can be and the example for myself is not it’s not a one that you know I talk
it’s not a one that you know I talk
it’s not a one that you know I talk about very much and but I’m the youngest
about very much and but I’m the youngest
about very much and but I’m the youngest of a large family my I’m from Dublin and
of a large family my I’m from Dublin and
of a large family my I’m from Dublin and I had a very resourceful and very
I had a very resourceful and very
I had a very resourceful and very resilient mother partly because my
resilient mother partly because my
resilient mother partly because my father died in an accident when I was
father died in an accident when I was
father died in an accident when I was very small over seven months old but I
very small over seven months old but I
very small over seven months old but I went to a Christian brother school in
went to a Christian brother school in
went to a Christian brother school in Dublin where corporal punishment was
Dublin where corporal punishment was
Dublin where corporal punishment was rife and has reminded lately around this
rife and has reminded lately around this
rife and has reminded lately around this whole issue when I read Roddy Doyle’s
whole issue when I read Roddy Doyle’s
whole issue when I read Roddy Doyle’s new book smile and heard him been
new book smile and heard him been
new book smile and heard him been interviewed about it and for there are
interviewed about it and for there are
interviewed about it and for there are many people for whom the physical abuse
many people for whom the physical abuse
many people for whom the physical abuse of schools was not an issue you know
of schools was not an issue you know
of schools was not an issue you know they you know some famous broadcasters
they you know some famous broadcasters
they you know some famous broadcasters I’m not going to name said it did me no
I’m not going to name said it did me no
I’m not going to name said it did me no harm well good for you but it did a lot
harm well good for you but it did a lot
harm well good for you but it did a lot of people harm and the interesting thing
of people harm and the interesting thing
of people harm and the interesting thing about that story is thinking about
about that story is thinking about
about that story is thinking about passive and active empathy for me was I
passive and active empathy for me was I
passive and active empathy for me was I stood up for another kid in the class
stood up for another kid in the class
stood up for another kid in the class and got hammered physically assaulted by
and got hammered physically assaulted by
and got hammered physically assaulted by a lay teacher actually and after it
a lay teacher actually and after it
a lay teacher actually and after it happened I remembered in the faces of my
happened I remembered in the faces of my
happened I remembered in the faces of my peers that they could do nothing and I
peers that they could do nothing and I
peers that they could do nothing and I saw a pity luckily for me getting back
saw a pity luckily for me getting back
saw a pity luckily for me getting back to my mother I went home and I lived
to my mother I went home and I lived
to my mother I went home and I lived nearby and I told my mother and my
nearby and I told my mother and my
nearby and I told my mother and my mother came down and sorted it out and
mother came down and sorted it out and
mother came down and sorted it out and when I say sorted it out I mean sorted
when I say sorted it out I mean sorted
when I say sorted it out I mean sorted it out right up to the head brother she
it out right up to the head brother she
it out right up to the head brother she was using active empathy think about
was using active empathy think about
was using active empathy think about this now what we want for our kids when
this now what we want for our kids when
this now what we want for our kids when they go to school and I work in an
they go to school and I work in an
they go to school and I work in an education institution I really really
education institution I really really
education institution I really really think we have to think seriously about
think we have to think seriously about
think we have to think seriously about the Leaving Cert
the Leaving Cert
the Leaving Cert I think we really have to think
I think we really have to think
I think we really have to think seriously about education systems well
seriously about education systems well
seriously about education systems well one thing we do know when we send our
one thing we do know when we send our
one thing we do know when we send our kids to school is that we want them to
kids to school is that we want them to
kids to school is that we want them to learn mathematics to read to write and
learn mathematics to read to write and
learn mathematics to read to write and so forth but we also want them to be
so forth but we also want them to be
so forth but we also want them to be good people we also want them to be
good people we also want them to be
good people we also want them to be caring people regardless of religion
caring people regardless of religion
caring people regardless of religion regardless of creed sex regardless of
regardless of creed sex regardless of
regardless of creed sex regardless of everything we want them to be human
everything we want them to be human
everything we want them to be human and I would argue very very strongly
and I would argue very very strongly
and I would argue very very strongly that empathy education and schools
that empathy education and schools
that empathy education and schools should be compulsory and can be done
should be compulsory and can be done
should be compulsory and can be done easily and well there are two examples I
easily and well there are two examples I
easily and well there are two examples I will give you one in more detail the
will give you one in more detail the
will give you one in more detail the first example relates to the work of
first example relates to the work of
first example relates to the work of Mary Gordon in Canada who’s developed a
Mary Gordon in Canada who’s developed a
Mary Gordon in Canada who’s developed a program for primary schools called roots
program for primary schools called roots
program for primary schools called roots of empathy an absolutely excellent
of empathy an absolutely excellent
of empathy an absolutely excellent program pioneered by her and in that
program pioneered by her and in that
program pioneered by her and in that program a small baby is brought into the
program a small baby is brought into the
program a small baby is brought into the primary school with the mom or the dad
primary school with the mom or the dad
primary school with the mom or the dad usually the mom into the school and the
usually the mom into the school and the
usually the mom into the school and the children identify over a year with the
children identify over a year with the
children identify over a year with the baby they make eye contact with the baby
baby they make eye contact with the baby
baby they make eye contact with the baby the kids go at the baby they noticed
the kids go at the baby they noticed
the kids go at the baby they noticed that the baby is sitting up they noticed
that the baby is sitting up they noticed
that the baby is sitting up they noticed the babies ferreted they notice whatever
the babies ferreted they notice whatever
the babies ferreted they notice whatever happens and they talk about it and they
happens and they talk about it and they
happens and they talk about it and they talk about how the child has changed
talk about how the child has changed
talk about how the child has changed they connect with the baby they don’t
they connect with the baby they don’t
they connect with the baby they don’t see the child as in any way other than
see the child as in any way other than
see the child as in any way other than that beautiful child and that program
that beautiful child and that program
that beautiful child and that program roots of empathy which is entire schools
roots of empathy which is entire schools
roots of empathy which is entire schools Bernard as I’ve introduced it is really
Bernard as I’ve introduced it is really
Bernard as I’ve introduced it is really a burning program I am really interested
a burning program I am really interested
a burning program I am really interested in adolescents in the research center
in adolescents in the research center
in adolescents in the research center that I work in and with colleagues there
that I work in and with colleagues there
that I work in and with colleagues there dr. Barrington Brady Kyra Boylan and
dr. Barrington Brady Kyra Boylan and
dr. Barrington Brady Kyra Boylan and Daniel Kenan we’ve been working on
Daniel Kenan we’ve been working on
Daniel Kenan we’ve been working on empathy education for secondary schools
empathy education for secondary schools
empathy education for secondary schools and we’re doing that with the help of
and we’re doing that with the help of
and we’re doing that with the help of young people calling me by that is we
young people calling me by that is we
young people calling me by that is we train youth as researchers so just to
train youth as researchers so just to
train youth as researchers so just to say when I talk about training youth as
say when I talk about training youth as
say when I talk about training youth as researchers I don’t mean doing research
researchers I don’t mean doing research
researchers I don’t mean doing research on youth
on youth
on youth I mean youth actually doing the research
I mean youth actually doing the research
I mean youth actually doing the research and I’ll give you some examples in a
and I’ll give you some examples in a
and I’ll give you some examples in a moment of that so how that works is the
moment of that so how that works is the
moment of that so how that works is the young people learn research methods they
young people learn research methods they
young people learn research methods they learn bias they learn ethics they learn
learn bias they learn ethics they learn
learn bias they learn ethics they learn all the things that you need for social
all the things that you need for social
all the things that you need for social research and they actually have
research and they actually have
research and they actually have developed a really really good training
developed a really really good training
developed a really really good training manual on research methods it’s so good
manual on research methods it’s so good
manual on research methods it’s so good that it’s better than some of my
that it’s better than some of my
that it’s better than some of my colleagues teach in masters level and
colleagues teach in masters level and
colleagues teach in masters level and I’ve said that publicly but it really is
I’ve said that publicly but it really is
I’ve said that publicly but it really is good they’ve developed really really
good they’ve developed really really
good they’ve developed really really good research manual and I’ll give you
good research manual and I’ll give you
good research manual and I’ll give you three examples so what they do is they
three examples so what they do is they
three examples so what they do is they do a piece of research and when they
do a piece of research and when they
do a piece of research and when they complete the piece of research they make
complete the piece of research they make
complete the piece of research they make a short four five minute video to share
a short four five minute video to share
a short four five minute video to share the video in classrooms and as part of
the video in classrooms and as part of
the video in classrooms and as part of the program around various issues so I
the program around various issues so I
the program around various issues so I some examples of the work they’ve done
some examples of the work they’ve done
some examples of the work they’ve done so for example one group we worked we’ve
so for example one group we worked we’ve
so for example one group we worked we’ve worked a lot with Fraga on this and one
worked a lot with Fraga on this and one
worked a lot with Fraga on this and one group in West Halle we’re looking at the
group in West Halle we’re looking at the
group in West Halle we’re looking at the issue of being LGBT in West Halle and
issue of being LGBT in West Halle and
issue of being LGBT in West Halle and the issue of coming out if your
the issue of coming out if your
the issue of coming out if your adolescent and your own safety a very
adolescent and your own safety a very
adolescent and your own safety a very real issue another group in North
real issue another group in North
real issue another group in North Leitrim looked at the issue of youth
Leitrim looked at the issue of youth
Leitrim looked at the issue of youth homelessness in rural areas which is not
homelessness in rural areas which is not
homelessness in rural areas which is not discussed very much and talked about and
discussed very much and talked about and
discussed very much and talked about and looked at research and found out that
looked at research and found out that
looked at research and found out that there were young people in their school
there were young people in their school
there were young people in their school who were trying to deal with
who were trying to deal with
who were trying to deal with homelessness and disguise the house they
homelessness and disguise the house they
homelessness and disguise the house they went home because they didn’t have one
went home because they didn’t have one
went home because they didn’t have one an even greater example or an equally
an even greater example or an equally
an even greater example or an equally great example is the work of Ashland on
great example is the work of Ashland on
great example is the work of Ashland on fear
fear
fear brilliant youth researcher from Carrick
brilliant youth researcher from Carrick
brilliant youth researcher from Carrick and Shore and temporary when the floods
and Shore and temporary when the floods
and Shore and temporary when the floods hit Paracon sure two three years ago
hit Paracon sure two three years ago
hit Paracon sure two three years ago next January she and others really
next January she and others really
next January she and others really without word act of empathy and got old
without word act of empathy and got old
without word act of empathy and got old people out of their houses in the
people out of their houses in the
people out of their houses in the community and were first in to help and
community and were first in to help and
community and were first in to help and they just made a fantastic video of this
they just made a fantastic video of this
they just made a fantastic video of this I’m supported in this work by the actor
I’m supported in this work by the actor
I’m supported in this work by the actor Cillian Murphy whose patron of the
Cillian Murphy whose patron of the
Cillian Murphy whose patron of the center it’s interesting that when
center it’s interesting that when
center it’s interesting that when Everett kid Ian comes into the
Everett kid Ian comes into the
Everett kid Ian comes into the university everybody’s in but he has
university everybody’s in but he has
university everybody’s in but he has that effect but he is a good friend and
that effect but he is a good friend and
that effect but he is a good friend and a really loyal supporter and weed he
a really loyal supporter and weed he
a really loyal supporter and weed he takes the seriously and he has advised
takes the seriously and he has advised
takes the seriously and he has advised the young people a lot and of course the
the young people a lot and of course the
the young people a lot and of course the connection between arts music drama is
connection between arts music drama is
connection between arts music drama is all incorporated into the program with
all incorporated into the program with
all incorporated into the program with the videos the idea the program is that
the videos the idea the program is that
the videos the idea the program is that it’s youth teaching youth not out of
it’s youth teaching youth not out of
it’s youth teaching youth not out of teaching youth youth teaching youth
teaching youth youth teaching youth
teaching youth youth teaching youth which we think is very powerful I’m very
which we think is very powerful I’m very
which we think is very powerful I’m very grateful to the schools that have come
grateful to the schools that have come
grateful to the schools that have come forward 12 schools are working with us
forward 12 schools are working with us
forward 12 schools are working with us on this pilot project and we think it
on this pilot project and we think it
on this pilot project and we think it has huge resonance by the way it’s also
has huge resonance by the way it’s also
has huge resonance by the way it’s also gone I was gonna say viral international
gone I was gonna say viral international
gone I was gonna say viral international in the sense that we’re actually working
in the sense that we’re actually working
in the sense that we’re actually working with carolyn nash in myanmar away at the
with carolyn nash in myanmar away at the
with carolyn nash in myanmar away at the moment in relation to prevention youth
moment in relation to prevention youth
moment in relation to prevention youth violence on a very close colleague
violence on a very close colleague
violence on a very close colleague professor mark van and in penn state
professor mark van and in penn state
professor mark van and in penn state looking up since brutality and youth
looking up since brutality and youth
looking up since brutality and youth research very interesting projects so
research very interesting projects so
research very interesting projects so the idea of all this is that if you can
the idea of all this is that if you can
the idea of all this is that if you can create empathy as they create as a
create empathy as they create as a
create empathy as they create as a really take it seriously in schools and
really take it seriously in schools and
really take it seriously in schools and you know you could say well we can do it
you know you could say well we can do it
you know you could say well we can do it as part of well-being i think you can
as part of well-being i think you can
as part of well-being i think you can and well-being is very important of
and well-being is very important of
and well-being is very important of course it’s very important
course it’s very important
course it’s very important but there are lots of people I can think
but there are lots of people I can think
but there are lots of people I can think of politicians whose well-being
of politicians whose well-being
of politicians whose well-being very good but they don’t have empathy so
very good but they don’t have empathy so
very good but they don’t have empathy so not well-being and empathy are important
not well-being and empathy are important
not well-being and empathy are important but they need to be connected better so
but they need to be connected better so
but they need to be connected better so if that’s not convincing enough for you
if that’s not convincing enough for you
if that’s not convincing enough for you you know you okay commits me a bit more
you know you okay commits me a bit more
you know you okay commits me a bit more pass
pass
pass okay I’ll convince you a bit more the
okay I’ll convince you a bit more the
okay I’ll convince you a bit more the way I’m going to convince you is that
way I’m going to convince you is that
way I’m going to convince you is that actually the evidence is now showing
actually the evidence is now showing
actually the evidence is now showing that if you learn empathy in school you
that if you learn empathy in school you
that if you learn empathy in school you do better in school you actually
do better in school you actually
do better in school you actually actually achieve more academically if
actually achieve more academically if
actually achieve more academically if that is the reason you one would really
that is the reason you one would really
that is the reason you one would really want and I’m particularly grateful to
want and I’m particularly grateful to
want and I’m particularly grateful to the work of Elisabeth Siegel from the
the work of Elisabeth Siegel from the
the work of Elisabeth Siegel from the University of Arizona in America and her
University of Arizona in America and her
University of Arizona in America and her work on this and but the evidence is
work on this and but the evidence is
work on this and but the evidence is overwhelming that where you teach
overwhelming that where you teach
overwhelming that where you teach empathy in schools the performance the
empathy in schools the performance the
empathy in schools the performance the academic performance of youth improves
academic performance of youth improves
academic performance of youth improves which is really interesting but what’s
which is really interesting but what’s
which is really interesting but what’s really interesting about this as well
really interesting about this as well
really interesting about this as well comes from Jane Clinton’s work so the
comes from Jane Clinton’s work so the
comes from Jane Clinton’s work so the next slide I was going to show you I
next slide I was going to show you I
next slide I was going to show you I originally had a different idea in mind
originally had a different idea in mind
originally had a different idea in mind because the and I’ll tell you what the
because the and I’ll tell you what the
because the and I’ll tell you what the idea was in a second the way this works
idea was in a second the way this works
idea was in a second the way this works is there are neurons in the brain so
is there are neurons in the brain so
is there are neurons in the brain so this comes from neuroscience and what we
this comes from neuroscience and what we
this comes from neuroscience and what we now know from neuroscience is that as
now know from neuroscience is that as
now know from neuroscience is that as Jane says another lessons brain is under
Jane says another lessons brain is under
Jane says another lessons brain is under construction so do you remember back
construction so do you remember back
construction so do you remember back when you were a teenager and you were
when you were a teenager and you were
when you were a teenager and you were lying in bed on a Saturday morning and
lying in bed on a Saturday morning and
lying in bed on a Saturday morning and you wouldn’t get up to 12 or warning you
you wouldn’t get up to 12 or warning you
you wouldn’t get up to 12 or warning you really wanted to sleep you should have
really wanted to sleep you should have
really wanted to sleep you should have been that sleep your brain is still
been that sleep your brain is still
been that sleep your brain is still developing now if you’re out the night
developing now if you’re out the night
developing now if you’re out the night before that’s your own business that’s a
before that’s your own business that’s a
before that’s your own business that’s a different problem but generally speaking
different problem but generally speaking
different problem but generally speaking you adolescents need to sleep they need
you adolescents need to sleep they need
you adolescents need to sleep they need sleep because their brain is still
sleep because their brain is still
sleep because their brain is still growing and what we know from
growing and what we know from
growing and what we know from neuroscience who are the Nerds I’m not a
neuroscience who are the Nerds I’m not a
neuroscience who are the Nerds I’m not a nerd neuroscientist
nerd neuroscientist
nerd neuroscientist and by the way my wife always told me if
and by the way my wife always told me if
and by the way my wife always told me if you start talking you know I could share
you start talking you know I could share
you start talking you know I could share with you what I did for my PhD and this
with you what I did for my PhD and this
with you what I did for my PhD and this is not in any way just in James de mer
is not in any way just in James de mer
is not in any way just in James de mer but it’d be my wife always says the
but it’d be my wife always says the
but it’d be my wife always says the quickest way to clear a party in the
quickest way to clear a party in the
quickest way to clear a party in the house is to write a show photograph so
house is to write a show photograph so
house is to write a show photograph so get Pat to talk about his PhD people
get Pat to talk about his PhD people
get Pat to talk about his PhD people leave pretty quickly so you can imagine
leave pretty quickly so you can imagine
leave pretty quickly so you can imagine if you engage with neuroscientists
if you engage with neuroscientists
if you engage with neuroscientists around this variable to bring you but
around this variable to bring you but
around this variable to bring you but there are what they call mirror neurons
there are what they call mirror neurons
there are what they call mirror neurons in the brain I’m particularly at the
in the brain I’m particularly at the
in the brain I’m particularly at the back of the brain and when those where
back of the brain and when those where
back of the brain and when those where our neurons are most active empathy
our neurons are most active empathy
our neurons are most active empathy goals
goals
goals it’s literally plasticity in the brain
it’s literally plasticity in the brain
it’s literally plasticity in the brain a lot of stuff going on in there
a lot of stuff going on in there
a lot of stuff going on in there Pleakley towards the frontal lobe by the
Pleakley towards the frontal lobe by the
Pleakley towards the frontal lobe by the way the original slide I was gonna put
way the original slide I was gonna put
way the original slide I was gonna put in here was from the Beano from the
in here was from the Beano from the
in here was from the Beano from the numbskulls because I love the way the
numbskulls because I love the way the
numbskulls because I love the way the numskulls had all these things going on
numskulls had all these things going on
numskulls had all these things going on your head but I chose not to do that so
your head but I chose not to do that so
your head but I chose not to do that so I think there is a journey in life that
I think there is a journey in life that
I think there is a journey in life that we all take I mean what what you know
we all take I mean what what you know
we all take I mean what what you know what do we want to be any of us in life
what do we want to be any of us in life
what do we want to be any of us in life is is is happiness contentment and you
is is is happiness contentment and you
is is is happiness contentment and you know if we’re really concerned about the
know if we’re really concerned about the
know if we’re really concerned about the environment which we should be and you
environment which we should be and you
environment which we should be and you know we’ve heard a lot about why we
know we’ve heard a lot about why we
know we’ve heard a lot about why we should be concerned about the
should be concerned about the
should be concerned about the environment we have to be concerned
environment we have to be concerned
environment we have to be concerned about humanity and humanity has to take
about humanity and humanity has to take
about humanity and humanity has to take over in a way maybe that it didn’t
over in a way maybe that it didn’t
over in a way maybe that it didn’t before and technology I think is really
before and technology I think is really
before and technology I think is really important and very useful but I think we
important and very useful but I think we
important and very useful but I think we do really need to stitch in humanity and
do really need to stitch in humanity and
do really need to stitch in humanity and I do believe very very strongly that
I do believe very very strongly that
I do believe very very strongly that empathy education can bring us there
empathy education can bring us there
empathy education can bring us there thank you very much
thank you very much
thank you very much [Applause]
”
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