KJCKorea
Journal Central

This article believes that social empathy can function as an important factor in Academic debate, and intends to review it through the operation case of S University's <Discussion Clinic>. In the introduction, the discussion began by proposing the necessity of listening, which serves as a bridge between Academic debate and social empathy. Academic debate is communication between listening and speaking. Nevertheless, public speaking dimension was emphasized rather than public listening in Academic debate activities or research on this. Therefore, I tried to understand listening as an act that focuses on interrelationships and connect it to the level of empathy that considers oneself to be in the position of others. To argue this, the concept of empathy was acutely etched into social empathy. Social empathy is the cognitive ability to expand the realm of personal empathy to recognize other people's situations under social and cultural contexts and to understand them deeply by experiencing their lives. This ability is treated as a dimension of social and practical behavior that evokes social responsibility. This can be linked to the goals of Academic debate. This is because social empathy contributes to the complex process of rational persuasion that clearly recognizes one's position and persuades the audience in one of the pros and cons to change their attitudes. Under this assumption, in the main topic, the activation of various components of social empathy was reviewed through the case of the S major curriculum-linked program, Discussion Clinic. As a result, it was revealed that social empathy can ultimately function as a dynamic principle that meets the goals of Academic debate.

Academic debate, Social empathy, Elizabeth A. Segal, listening, Discussion clinic