Values, Compassion, and the Role of Active Learning in an Introduction to Sociology Class

Abstract

Prior literature suggests that self-transcendence (other-oriented) values may be a primary mechanism for moving beyond transitory feelings of empathy toward a compassionate orientation to addressing structural injustice. Active learning techniques in the classroom may then offer a fruitful platform for students to engage in the critical reflection connected to both values and compassion. This study uses a quasi-experimental pretest/posttest survey design to investigate the relationship among values, compassion, and active learning in a college-level Introduction to Sociology course. Student interviews conducted after semester completion are also used to explore the extent to which effects may persist beyond the conclusion of a course. Analyses suggest that exposure to active learning exercises as part of sociology course material results in a measurable shift toward self-transcendence and an increase in compassionate orientation, and values partially mediate this effect.