‘One of the first steps in learning to empathise is for students to become aware that they do not look at history in a neutral way’, Bartelds explains. ‘We are all influenced by the era, culture and country we live in, but also by other factors such as our own upbringing. In history teaching, we call this historical empathy. Anyone trying to empathise must take this into account. No one looks at the past and present objectively.’

Step-by-step plan

Bartelds explains that teachers have a kind of step-by-step plan to get students to empathise with people from the past. But this step-by-step plan can also help you empathise with others in the present. ‘We not only bring history lessons to life, but also help to develop citizenship skills such as empathy and respecting perspectives that differ from your own. This is important in a democratic society full of different people and opinions.’

Eyewitnesses in the classroom

For her research, Bartelds got students to empathise with other perspectives in two ways: by watching documentaries featuring eyewitness testimony, but also by inviting eyewitnesses into the classroom. Inviting eyewitnesses proved most effective in fostering students' capacity for empathy. ‘This is probably because students can interact with eyewitnesses in class. They then develop a personal connection, which previous research has shown to be very important.’

Tense and time-consuming

At the same time, Bartelds understands that this format is not always possible: ‘It's obviously a lot easier and less time-consuming to show a documentary. Besides, many eyewitnesses of historical events have already died, or it is a very tense experience for them to stand in front of the class. I noticed this, for example, in my research with Jewish and Palestinian eyewitnesses. Due to the wide differences of opinion on this conflict in the Netherlands, as an eyewitness, you do not know how a class will react if you share your personal story. It’s a delicate situation. So it requires careful consideration on the part of the teacher. A combination of the two formats would perhaps be best.’

Exchange and role play

In addition to the formats Bartelds explored, there are plenty of other ways to get students to relate to other perspectives. ‘Teenagers sometimes take part in school exchanges with peers from other countries. This is an exciting but also very useful way to put yourself in another person’s situation. Teachers can also take their students to historical sites, or get them to take part in role play. However, it is important that students have enough information for this role play. If they are adequately equipped they will not just imagine, but really learn to empathise.’

Advice to parents and teachers

Not only teachers, but also parents play an important role in developing children's capacity for empathy. ‘When talking to your child about such issues, it is important that as a parent you are also aware of your own perspective. You are not ‘neutral’. If you convey that to your child, they too will develop a greater awareness. In addition, the most important thing is to expose them to many different perspectives. It’s good to make your children aware that their perspective, and yours, is just one of many.’