problem solution essay about empathy

How to Empathize: Resist Being a Problem Solver

When someone comes for help, don’t hand out a to do list.

Posted April 30, 2018

Human beings. What are we going to do with ourselves? We are born fixers. And I mean literally, born , as in since the dawn of time. When there were cracks in those cave walls, you can be sure we were there with our primitive spackling tools to patch them right up. Well, OK, home improvement was not quite the priority on the honey-do list, what with the more immediate issues—predatory birds, lions, poisonous snakes, the occasional out of hand neighbor. The kinds of things we had to fix back in the day were life and death. And thus it was in that milieu of danger at every turn that our inner alarm system—our fight-or-flight responsiveness to threat—developed. So while we have the amygdala, the C.O.O. of the brain’s alarm system, to thank for bringing us to this day there’s a bit more she wrote. Sensitivity (reading the fine print of a situation) is not the amygdala’s strong suit. So when we find ourselves feeling threatened not by a large bird with claws, but none other than our adult daughter standing before us upset about a non-large bird issue like, maybe, just for the sake of argument…having a stressful situation at work, it’s the amygdala showing up first that instantly makes us feel like our child’s distress is a fire to put out. In those moments that call for empathy, compassion and soothing, the amygdala shouting fire! is more of the problem than the solution.

I know this well. As an anxiety therapist, I speak to patients all day about ways to override and reset the amygdala when the proverbial snake turns out to be a harmless stick. And though I try to live by what I teach, there are those moments where my blindspots are pointed out to me. Like by my daughter and the aforementioned situation at her job, right away I picked up my spackler and got to work. I jumped in with all the different ways my daughter might look at the situation, all the different things she could do to make it better. In fact, I had so much to say about her situation, I’m not sure she could get a word in edgewise. What she wanted, in her words, was empathy, period , and I handed her a to do list. Gotcha.

Whether we are talking to our children, our coworkers, our partners, even ourselves, I think my daughter hit the nail on the head. When we are upset we want empathy, period . Not the laundry list of things we need, could, or should do. Not yet, and maybe not ever. At the very least we need to pause and listen, the longer the better, before we ask if those spackling tools that our primitive instincts are tapping behind our backs are actually being requested.

How do we do this? How do we tell our amygdalas to send the fire trucks back to the station? How do we turn off our revving engines running circles around an unsuspecting troubled person who has come to us for comfort, but is getting more upset by our (even with a Ph.D. in psychology) bungled response? What’s really the fire? We need to take charge of our own discomfort with someone else’s discomfort and realize our desire to solve things or to make invisible the things we can’t solve is…. drumroll please… our own problem—not the other person’s. The person who is in need of soothing was not in emergency mode until they were inundated with our to-do list for them. Not exactly what we were going for. If we as helpers can punch in the security code of our own amygdalas, do an override, take a breath, and remind ourselves that what is needed from us is not the brave slaying of dragons and such, but sometimes the braver offering of compassionate words or simply saying “yes—that sounds hard,” or “I’m sorry that’s happening,” or EVEN: “Tell me more about it” (because our to do list essentially conveys: tell me less ) we will be a different kind of hero. We are protecting ourselves and each other from our desire to fix and in so doing, will find a place where understanding ripples out and smooths the way for all of us.

And when each of us forgets about this idea, which we inevitably will given our jumpy amygdalas, let’s just agree to turn to each other and say, “Empathy, period , please!” Or… if you prefer… “Hold the spackler, please.” Namaste.

©2018 Tamar Chansky, Ph.D. www.tamarchansky.com

Tamar Chansky, Ph.D. is author of Freeing Yourself from Anxiety: 4 Simple Steps to Overcome Worry and Create the Life You Want and Freeing Your Child from Anxiety.

Tamar Chansky, Ph.D., is a psychologist dedicated to helping children, teens, and adults overcome anxiety.

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Essays About Empathy: Top 5 Examples Plus Prompts

If you’re writing essays about empathy, check out our essay examples and prompts to get started. 

Empathy is the ability to understand and share other people’s emotions. It is the very notion which To Kill a Mockingbird character Atticus Finch was driving at when he advised his daughter Scout to “climb inside [other people’s] skin and walk around in it.” 

Being able to feel the joy and sorrow of others and see the world from their perspective are extraordinary human capabilities that shape our social landscape. But beyond its effect on personal and professional relationships, empathy motivates kind actions that can trickle positive change across society. 

If you are writing an article about empathy, here are five insightful essay examples to inspire you: 

1. Do Art and Literature Cultivate Empathy? by Nick Haslam

2. empathy: overrated by spencer kornhaber, 3. in our pandemic era, why we must teach our children compassion by rebecca roland, 4. why empathy is a must-have business strategy by belinda parmar, 5. the evolution of empathy by frans de waal, 1. teaching empathy in the classroom., 2. how can companies nurture empathy in the workplace, 3. how can we develop empathy, 4. how do you know if someone is empathetic, 5. does empathy spark helpful behavior , 6. empathy vs. sympathy., 7. empathy as a winning strategy in sports. , 8. is there a decline in human empathy, 9. is digital media affecting human empathy, 10. your personal story of empathy..

“Exposure to literature and the sorts of movies that do not involve car chases might nurture our capacity to get inside the skins of other people. Alternatively, people who already have well-developed empathic abilities might simply find the arts more engaging…”

Haslam, a psychology professor, laid down several studies to present his thoughts and analysis on the connection between empathy and art. While one study has shown that literary fiction can help develop empathy, there’s still lacking evidence to show that more exposure to art and literature can help one be more empathetic. You can also check out these essays about character .

“Empathy doesn’t even necessarily make day-to-day life more pleasant, they contend, citing research that shows a person’s empathy level has little or no correlation with kindness or giving to charity.”

This article takes off from a talk of psychology experts on a crusade against empathy. The experts argue that empathy could be “innumerate, parochial, bigoted” as it zooms one to focus on an individual’s emotions and fail to see the larger picture. This problem with empathy can motivate aggression and wars and, as such, must be replaced with a much more innate trait among humans: compassion.

“Showing empathy can be especially hard for kids… Especially in times of stress and upset, they may retreat to focusing more on themselves — as do we adults.”

Roland encourages fellow parents to teach their kids empathy, especially amid the pandemic, where kindness is needed the most. She advises parents to seize everyday opportunities by ensuring “quality conversations” and reinforcing their kids to view situations through other people’s lenses. 

“Mental health, stress and burnout are now perceived as responsibilities of the organization. The failure to deploy empathy means less innovation, lower engagement and reduced loyalty, as well as diluting your diversity agenda.”

The spike in anxiety disorders and mental health illnesses brought by the COVID-19 pandemic has given organizations a more considerable responsibility: to listen to employees’ needs sincerely. Parmar underscores how crucial it is for a leader to take empathy as a fundamental business strategy and provides tips on how businesses can adjust to the new norm. 

“The evolution of empathy runs from shared emotions and intentions between individuals to a greater self/other distinction—that is, an “unblurring” of the lines between individuals.”

The author traces the evolutionary roots of empathy back to our primate heritage — ultimately stemming from the parental instinct common to mammals. Ultimately, the author encourages readers to conquer “tribal differences” and continue turning to their emotions and empathy when making moral decisions.

10 Interesting Writing prompts on Essays About Empathy

Check out below our list of exciting prompts to help you buckle down to your writing:

This essay discuss teaching empathy in the classroom. Is this an essential skill that we should learn in school? Research how schools cultivate children’s innate empathy and compassion. Then, based on these schools’ experiences, provide tips on how other schools can follow suit. 

An empathetic leader is said to help boost positive communication with employees, retain indispensable talent and create positive long-term outcomes. This is an interesting topic to research, and there are plenty of studies on this topic online with data that you can use in your essay. So, pick these best practices to promote workplace empathy and discuss their effectiveness.

Write down a list of deeds and activities people can take as their first steps to developing empathy. These activities can range from volunteering in their communities to reaching out to a friend in need simply. Then, explain how each of these acts can foster empathy and kindness. 

Based on studies, list the most common traits, preferences, and behaviour of an empathetic person. For example, one study has shown that empathetic people prefer non-violent movies. Expound on this list with the support of existing studies. You can support or challenge these findings in this essay for a compelling argumentative essay. Make sure to conduct your research and cite all the sources used. 

Empathy is a buzzword closely associated with being kind and helpful. However, many experts in recent years have been opining that it takes more than empathy to propel an act of kindness and that misplaced empathy can even lead to apathy. Gather what psychologists and emotional experts have been saying on this debate and input your analysis. 

Empathy and sympathy have been used synonymously, even as these words differ in meaning. Enlighten your readers on the differences and provide situations that clearly show the contrast between empathy and sympathy. You may also add your take on which trait is better to cultivate.

Empathy has been deemed vital in building cooperation. A member who empathizes with the team can be better in tune with the team’s goals, cooperate effectively and help drive success. You may research how athletic teams foster a culture of empathy beyond the sports fields. Write about how coaches are integrating empathy into their coaching strategy. 

Several studies have warned that empathy has been on a downward trend over the years. Dive deep into studies that investigate this decline. Summarize each and find common points. Then, cite the significant causes and recommendations in this study. You can also provide insights on whether this should cause alarm and how societies should address the problem. 

There is a broad sentiment that social media has been driving people to live in a bubble and be less empathetic — more narcissistic. However, some point out that intensifying competition and increasing economic pressures are more to blame for reducing our empathetic feelings. Research and write about what experts have to say and provide a personal touch by adding your experience. 

Acts of kindness abound every day. But sometimes, we fail to capture or take them for granted. Write about your unforgettable encounters with empathetic people. Then, create a storytelling essay to convey your personal view on empathy. This activity can help you appreciate better the little good things in life. 

Check out our general resource of essay writing topics and stimulate your creative mind! 

See our round-up of the best essay checkers to ensure your writing is error-free.

Yna Lim is a communications specialist currently focused on policy advocacy. In her eight years of writing, she has been exposed to a variety of topics, including cryptocurrency, web hosting, agriculture, marketing, intellectual property, data privacy and international trade. A former journalist in one of the top business papers in the Philippines, Yna is currently pursuing her master's degree in economics and business.

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Empathy in problem solving   , for projects and relationships.

Understanding other people, by thinking with empathy, is almost always essential for skillful design thinking, for solving problems.  You use design thinking (with empathy) for almost everything in life , so empathy can help you achieve a wide variety of objectives, in design projects and in relationships as described in an overview of using empathy in Design-Thinking Process by asking empathy questions — "What do THEY want?" and "What do I want?" and, combining these, "What do WE want?" — while you're trying to achieve win-win results.

In the following sections about empathy, later we'll explore the similarities between Empathy (to understand others) & Metacognition (to understand self) and will examine the Empathy-Ecology of a Classroom .

But we'll begin by asking...

What is empathy?

It's useful to think about — and think with, * and cultivate in yourself & others — different kinds of empathy :   Cognitive Empathy by cognitively understanding the feeling-and-thinking and behaviors of another person;   Emotional Empathy (aka Affective Empathy ) by feeling what another person feels;   Compassionate Empathy (aka Compassion or Empathic Concern or Compassionate Concern ) is a desire for the well-being of another person.

For most purposes, including education, it seems more useful to think about 2 kinds of empathy (Cognitive & Emotional) instead of 3, and to focus on the Cognitive Empathy that I think is more learn-able and generally is more beneficially useful for problem solving, for making things better. *    Why 2, not 3?  Instead of Compassionate Empathy, I prefer the term Empathic Concern because it places attention on the compassionate Concern (the Compassion ) that is produced by Cognitive Empathy (perhaps combined with Emotional Empathy ) and is motivated by Kindness .     /    *  There is wide variation in the terms used, and their definitions;  a comprehensive Literature Review about Empathy Training includes a recognition that "there are as many researchers acknowledging discrepancies in the use of the term, as there are inconsistent definitions."   many definitions of empathy(s)

also - How wide is the scope of "others"?  In addition to other humans, we also can have empathy for animals — such as a monkey or dolphin, dog or cat, parrot or lizard — although the accuracy of our empathy is limited by significant differences between us and them in our experiences of thinking & feeling, and our difficulties in communicating with them.

* Do we "think with" empathy?  Both kinds of empathy, cognitive and emotional, are important.  But this is a website about thinking that is productive for problem solving, so I'll be saying more about Cognitive Empathy, which is the ability to understand what another person is thinking-and-feeling.

Developing and Using a Growth Mindset for

Improving emotional-and-social intelligence.

As part of a whole-person education for ideas-and-skills & more a teacher can help students learn how to more effectively use both kinds of empathy, by improving their Cognitive Empathies and Emotional Empathies, and their skills in being aware (cognitively and emotionally) of the thinking & feeling of others in a wide variety of life-situations, and also (with metacognitive self-empathy ) of themselves.  These essential components of Emotional Intelligence* are closely related to Social Intelligence.   Students can improve all of their multiple intelligences (including emotional-and-social) when they develop-and-use a growth mindset by believing that their abilities are not fixed at the current levels, instead each ability can become better, can be “grown” when they invest intelligent effort to improve this kind of ability.

    * Psychology Today describes Emotional Intelligence as "the ability to identify and manage one’s own emotions, as well as the emotions of others.   Emotional intelligence is generally said to include at least three skills:  emotional awareness, or the ability to identify and name one's own emotions [by using self-empathy, and by using empathy to "identify and name" another person's emotions];  the ability to harness those emotions and apply them to tasks like thinking and [to "make things better" in ways that include improved relationships] problem solving;  and the ability to manage emotions, which includes both regulating one's own emotions when necessary, and helping others to do the same."  { em phasis and [comments] added by me}

Two closely related abilities – Social Intelligence and Emotional Intelligence – are combined in educational programs * to improve the Social-Emotional Learning (SEL) that is briefly defined by ca sel .org — "social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions" — in the introduction for What is SEL?      { *   and people improve these skills informally by learning from their life-experiences }

As part of a school's Social-Emotional Learning to improve Social Intelligence and Emotional Intelligence , teachers can help students improve their Cognitive Empathy & Emotional Empathy and their Empathic Concern and Compassionate Action.

Compassion in Action:   A process that produces compassionate action occurs in a sequence:  cognitive empathy and/or emotional empathy, plus kindness, may produce empathic concern for a person, which may produce a desire to help them, and then action to help them.     /    The whole process can occur quickly, as with emergency action, or during a long period of time.  Or action may not occur at all, if the sequence is broken at any point.

Compassion in Design:   A process of design may lead to Compassionate Action if, for any area of life, * Empathic Concern is a motivating-and-guiding factor when you Define a Problem by Choosing an Objective and Defining Goal-Criteria.     { * compassionate action can be motivated by empathic concern in traditional design projects and in relationships }

Is empathy always useful?   In most design projects – even when you are not motivated mainly by compassion – it's very useful to think with empathy . { why do I say "most" projects, instead of “all”? }   And self-empathy , to understand yourself, is useful when your objective is a personal decision or a personal thinking strategy .   {more about empathy and self-empathy }

Human-Centered Design:   Because "empathy is the foundation of a human-centered design process," d.school (of Stanford) emphasizes the importance of a mode for Empathy by including it (when you search for "empath") in 19 of its 47 pages.  And one of their mindsets for design-thinking is to Focus on Human Values.    { Empathy in Design Thinking with d.school and DEEPdt}  { designing with empathy and self-empathy }

Accuracy in Empathy

Do you have an accurate understanding of people?  If you are surprised by a behavior — because your Observations (of how a person responds, in what they do or say) don't match your Predictions (your expectations) — something is wrong with your empathetic understanding of the way other people are thinking & feeling, of how they will respond in this situation.  Why?

When you do a Reality Check by comparing Predictions with Observations, a mis-match can occur due to...

    your inadequate Observations in the past, or     your incorrect interpretations of these Observations when you constructed an explanatory Theory/Model (used to make Predictions ) for this aspect of human feeling/thinking-and-behaving, in one of the areas (re: psychology, sociology, economics, marketing, politics,...) studied by Social Sciences.     Or maybe the other person(s) responded in an unusual way, not consistent with their previous feeling & thinking & actions.

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Empathy in design projects.

In all phases of a traditional Design Project — especially in Modes 1A and 1B when you Choose an Objective and Define Desired Goal-Properties for a product (or activity, strategy, theory) — it's important to think with empathy.   This is important for your Solution-Users and for those (you and maybe others) who are Solution-Designers.

Empathy for Solution-Users:   You learn about the thinking-and-behavior of potential users of a product by getting observations — old (already known by yourself or others) or new (from your own new studies) from customer interviews, focus groups, market surveys,... — that help you understand, with better insights into “how will they use the product? what do they need? and want?”  Ask users for feedback (positive & negative), for constructive criticism and suggestions.  By creatively imagining what it's like to “be a user and think like a user” from their perspective, make predictions. *   Also try to “think like a buyer” or (in another aspect of the project) to “think like a seller.”  These information-gathering activities will help you supplement your internal egocentric thinking with externally-oriented empathetic thinking for all stake - holders in a project, for everyone who will be involved in (or affected by) the project in any way, who will design, make, market, distribute, sell, buy, use, or service the product, or be involved or affected in other ways.

* Predictive Empathy:  Usually you'll try to "think like a buyer/user" in their future, which may differ from their thinking in the present.   For example, Helen Walters describes the "approach to customer research [of Steve Jobs, who said] ‘It isn't the consumers' job to know what they want.’  Jobs is comfortable hanging out in the world of the unknown, and this confidence allows him to take risks and make intuitive bets" by using empathy-based predictions of what buyers/users will want later, even if they don't yet want it now.

Relevant Empathy:  You can never fully understand another person.  Usually your main goal is relevant empathy, by trying to understand what is most important for a particular situation.  If you're designing a product, for example, you'll want to understand the thinking & feeling, the needing and wanting, of people who would use (or might buy) the product, in the context of their using the product and/or b uying it.   And for a relationship-situation, usually you focus on understanding what is most relevant in the context of that situation.

Empathy for Solution-Designers:   During a design project you'll want to develop empathy for solution-users (those you are serving), as described above .  And when you're co-designing as part of a group, you'll want to develop empathy for the other solution-designers in your team, to make your process of cooperative problem-solving more enjoyable and productive.   If members of a group improve their use of “collaborative empathy” this will improve their interactions, and will help them develop a cooperative community for creative collaboration .  This can occur in many contexts, including schools where better educational teamwork (by everyone involved in education ) will make the process more enjoyable for teachers, and more effective for students by increasing positives (in learning, performing, enjoying ) and decreasing negatives (like jealous attitudes & bullying behaviors).     { building empathy-ecology in a classroom }

Traditional and Relational:   Empathy is useful whenever you want to solve a problem by “making it better” with a traditional design project ( above ) — when you use empathy to produce a better solution (for your solution-users ) and a better process (if you're working in a team of solution-producers ) — and/or a relational design project (below) when your objective is to improve an interpersonal relationship.

Empathy in relationships  .

An Important Objective:   Originally I defined four general categories for problem-solving objectives – for when we decide to design a better product, strategy, activity, and/or theory.   Later I added relationships because our most important problems (our opportunities to make things better ) usually involve people, so improved relationships are among the most important objectives we can choose to improve.  How?  An essential foundation is developing...

Empathy and Self-Empathy to improve Two Understandings:   You can build a solid foundation for improving your relationships by improving two kinds of understandings (external and internal) with externally-oriented empathetic skills – to develop empathy (overall and also situation-specific relevant empathy ) based on external observations, trying to understand what others are feeling & thinking – and internally-oriented metacognitive skills (to develop self-empathy based on internal observations, trying to understand what you are feeling & thinking).   The practical value of these life-skills is a reason to define...

Educational Goals for Relationship Skills:   We can aim for whole-person education that will help students improve personally useful ideas & skills and more in their whole lives as whole people.  Our educational goals should include the important life-skill of building better relationships, with empathy & kindness and in other ways.  A very useful general strategy — for educating students (and yourself) in all of the multiple intelligences, including social-emotional intelligences — is to develop & consistently use a growth mindset .

Kindness plus Empathy:  When you want to be kind — and you combine your kindness with empathy — this will help you...

Choose a Win-Win Goal:   In many common life-situations, when you are trying to "make things better" your two understandings (external for others, and internal for self) are combined when you ask — while you are defining your goals — “what do they want?” (using empathy to understand others ) and (using self-empathy to understand yourself ) “what do I want?” and (if you choose to define your goal as an optimal win-win result ) “what do we want?”     /     You also make choices when you...

Define the Scope of Your Win-Win Goals:   How broadly do you define "they" when you're trying to achieve win-win results?  If you want to decrease the unfortunate tendency of positive teamwork to become negative tribalism, one strategy is for you (and those you influence) to increase your...

Understanding and Respect:   One of the many ways we can improve relationships is to develop better teamwork .  But one strategy for developing strong relationships among insiders (within a team) — by promoting hostile “us against them” attitudes toward outsiders (not in the team) — can convert positive teamwork into negative tribalism.   {   I'm calling it negative tribalism because tribe-like strong loyalties produce some positive effects and some negative effects.   }     One kind of educational activity that can help reduce the negative aspects of tribalism is examined in a page describing how my favorite high school teacher, by using informative debates in his civics class, helped us develop Accurate Understandings and Respectful Attitudes .  How?  After he helped us carefully-and-diligently study an issue, so our understandings of different position-perspectives were more accurate and thorough, usually we recognized that even when we have justifiable reasons to prefer one position, * people on other sides of an issue may also have justifiable reasons, both intellectual and ethical, for believing as they do, so we learned respectful attitudes.    { *   yes, he wanted us to find "justifiable reasons" because his educational goal was not a logically-fuzzy postmodern relativism , instead he promoted a logically appropriate humility with confidence that is not too little and not too much.}     When this kind of educational process is done well, it can produce a foundation of empathetic understanding that is useful for producing authentic understanding & respect, that helps us be more kind in our feeling & thinking & actions.

Empathy without Kindness:  This can be a bad combination, when it allows the use of empathetic thinking as a tool for manipulating others in harmful ways.

Empathy plus Kindness:   This is a good combination, when empathy (a useful skill) is accompanied by kindness (an essential aspect of good character).  Thinking with empathy is beneficial for other people when it's combined with kindness-and-caring in feeling & thinking & actions, when an attitude of caring for others (in feeling & thinking) leads to caring for others (in actions), with actions motivated by kindness, by genuinely caring for other people.

Kindness in Thinking-and-Actions:   More people will have better lives...  if more of us are more often motivated by kindness, with goals of trying to “make things better” for other people, wanting to affect their lives in ways that are beneficial for them, that make life better for them;   and if our empathy-based compassionate concerns were more often actualized with kindness in our actions.

A Wonderful Life produces Beneficial Effects:   A creative illustration of helping others is my favorite movie, It's a Wonderful Life.  I like it partly for its artistry (in plot, dialogue, acting, directing, photography) but mainly for the message:  each of us affects other people – as dramatized in the end-of-movie comparison of lives with & without George Bailey – and our own life is better when we affect others in ways that make their lives better, and help them achieve worthy goals in life.   We can help others enjoy what they do, and (when they “pass it on”) do more actions that benefit others, and more fully develop their whole-person potentials.

Helping Others achieve Their Goals:   For understanding how we can be more beneficial — by helping another person "enjoy..." and "more fully develop their whole-person potentials" so they are becoming a better version of themself, growing into the kind of “ideal person” they want to be, or they should be — a useful perspective is the Michelangelo Phenomenon;   this concept was developed by social psychologists, with Caryl Rusbult ( my wonderful sister ) being a main developer.  As described in a review article by Rusbult, Finkel, & Kumashiro: "close partners sculpt one another's selves, shaping one another's skills and traits [analogous to Michelangelo's Actions while shaping a piece of stone so it becomes a beautiful work of art] and promoting versus inhibiting one another's goal pursuits... of attaining his or her ideal-self goals" in the "dreams and aspirations, or the constellation of skills, traits, and resources that an individual ideally wishes to acquire."  When lovingly influential Michelangelo Actions are done well, the beneficial effects usually are lovingly appreciated, as we see in "Love" by Roy Croft:  "I love you, not only for what you have made of yourself, but for what you are making of me."   Or in the language of education, when feedback-actions help another person improve, this is formative feedback that helps them “form themselves” into a better person.   Of course, a beneficial shaping influence — a teaching influence that helps them develop a growth mindset about improving their skills with social-emotional intelligences and relational empathy — can come from a "close partner" and also others, including friends and family, counselors, fellow students & team members & co-workers, and teachers & coaches & supervisors.

Golden Rule with Empathy:   For building mutually beneficial relationships, one useful principle-for-life is a Golden Rule with Empathy that combines kindness with empathy, by treating others in ways THEY want to be treated, which may differ from what you would want. *   Treating others this way will be beneficial for them, and also for you (especially in the long run), in a wide variety of situations.     /     *   But it doesn't really "differ from what you would want," if we look more deeply.  Why?  You want others to empathetically understand you, and then treat you the way you want to be treated.   Other people also want this, so you should Seek First to Understand (with Habit 5 in The 7 Habits of Highly Effective People ) and then use a Golden Rule , e.g. "Do for others what you want them to do for you" by treating them the way THEY want to be treated.

Empathy for Society:   I.O.U. – This paragraph might be written before mid-2023, with ideas from John Rawls:  imagine you are part of a group in Original Position (before you're born) that is designing a society with the goal of making life optimal for all,  and you are self-interested in "all" because – with a Veil of Ignorance – you don't know “who you will be” when you are born, re: your multiple intelligences, looks, race, health, wealth, status, location,... ;   in reality we cannot be “ignorant of our situation” now, during life as it really is, but we can use empathy + kindness/compassion in our thinking about society.    {for more, an article by Richard Beck, Empathy, the Veil of Ignorance, and Justice }

Clever and Kind:   Abraham Heschel, sharing an insightful observation based on self-empathy, wisely said "When I was young, I admired clever people.  Now that I am old, I admire kind people."   Teachers can help students, while they are still young, appreciate the value of being truly clever (with skills in creative-and-critical productive thinking to solve problems to make things better) and also kind.

Empathy and Metacognition

These related ways of thinking – helping you understand others , and understand yourself – are very useful in all areas of life, including education.  This section — first in Goals & Perspectives, then in RESULTS and PROCESS , and Using Empathetic Feedback in a Classroom — will examine ideas & strategies that can help a teacher and students develop better empathy-ecology in their classroom .

Goals & Perspectives

Empathy and Metacognition have similar goals (to understand thinking & feeling) but different orientation-perspectives, re: external and internal.

    • With empathy you try to understand the thinking & feeling of others, who are external to you.     {  two empathies and a result : cognitive empathy (used "to understand" thinking & feeling) plus emotional empathy (to feel) can produce empathic concern.  }     • With metacognition ( self-empathy ) you try to understand your own internal thinking (& feeling).     { In its basic definition, with metacognition you "think about your thinking. "  But in practice, thinking and feeling are related, often with strong mutual influences.  Therefore, typically it's useful to “think about your thinking AND feeling . ” }

External & Internal, for You and Others:

    everyone – you and others – thinks with externally-oriented empathy, to understand the thinking & feeling of other people;     everyone – you and others – thinks with internally-oriented metacognition, to understand your own thinking & feeling.

The external & internal understandings constructed by you are summarized in the 1st & 2nd rows-of-cells in this table.

The 3rd & 4th cell-rows describe the external & internal understandings constructed by another person .

Metacognition and Self-Empathy:  These terms have the same meaning, in this page.  More generally, when these terms are used by others, typically with metacognition the emphasis is more heavily on thinking, and with self-empathy it's on feeling (but also thinking).

other terms:  a metacognitive understanding is aka personal metacognitive knowledge that is one aspect of a person's overall general-and-personal metacognitive knowledge .  By analogy, empathetic understanding also can be called empathetic knowledge, although the term metacognitive knowledge is used much more often.

RESULTS  —  Perspectives and Understandings

By comparing understandings of YOU in the 2nd & 3rd cell-rows, or of THEM in the 1st & 4th rows, you can see how understandings ( of YOU , or of THEM ) depend on point-of-view perspectives (on whether the constructing is done by you , or by them ).

two pov-perspectives on YOU, in rows 2 & 3:  You use internal metacognition (self-empathy) to construct your understanding of YOUR thinking & feeling.  And another person uses external empathy to construct their understanding of YOUR thinking & feeling.  It can be interesting to compare these two understandings, asking “How do I view me? How do they view me?” and “What are the similarities? and differences?” and “Why do the differences occur?” and “Which understanding is more accurate ? and in what ways?”

three pov-perspectives on ANOTHER PERSON, in rows 1 & 4 & _:  You also can make comparisons and ask questions (about similarities & differences, and accuracy), re: understandings of ANOTHER PERSON – “How do I view THEM ? How does this person view THEMSELF ?  And, not shown in the table, how do other people view THEM ?”

When we compare empathy (to understand others) with metacognition (to understand self), we see many similarities and analogous relationships in the PROCESS used (below) and (above) the RESULT produced .

PROCESS  —  constructing Empathy & Metacognition

Now we'll shift attention from RESULTS to PROCESS.

We construct our understandings (of others & self) in a social context, so it's useful to distinguish between...

Understanding and Feedback:  We construct (i.e. we develop) feedback in a two-step process.  First we use empathy or metacognition to construct understanding that we use, after evaluative filtering, to provide feedback for others, with communication.   { Understanding and Feedback, Part 2 }

You construct your external EMPATHY (it's your understanding of ANOTHER PERSON ) when you internally interpret all of the evidence you find.   You can use three kinds of evidence:  your observations of the person ;  feedback about the person from other people;  feedback about self from the person.

You construct your internal SELF-EMPATHY (to get your understanding of YOURSELF ) when you internally interpret all of the evidence you find.   You can use two kinds of evidence:  your observations of yourself ;  and feedback about you from others.

{an option: If the table below is too wide for easy reading in your browser window, you can temporarily view this page in a new full-width window . }

The first 4 rows in the tables above (for RESULTS) and below (for PROCESS) are matched, re: who is trying to understand WHO .  Below,

    The 1st and 2nd rows summarize-and-organize the processes you use to construct your understandings of ANOTHER and YOURSELF .     The 3rd and 4th rows describe how, using the same processes, another person constructs their other-understanding of YOU , and their self-understanding of THEMSELF .  The 5th row shows how they construct their other-understanding of ANOTHER PERSON, of someone who isn't YOU or THEM, and thus is a THIRD PERSON .

Did you notice that the 3rd & 5th rows are analogous but with one difference?   (what is it? the 5th-row process can include one extra evidence that is "feedback-about-third from you")

Understanding and Feedback  —  These are related, but different.  They occur in sequence:

    1. First you use empathy and observations-of-performance, trying to get accurate understandings of another person(s), and of their performance(s).     2. Then if you want to provide helpful feedback, * you will wisely filter your understandings by not saying everything you are thinking, but only what will be helpful.   You do this by deciding, for each person or group, what to say (and not say), when and how, or whether to say nothing.  The goal is to be helpful by providing formative feedback with an intention, and hopefully a result, of being kind and beneficial .   /   *  Unfortunately, sometimes (if a person doesn't want to be kind-and-beneficial) the feedback is intended to be un-helpful.     1-during-2:  An empathetic understanding (developed in Step 1) is used (in Step 2) during the process of filtering, when you're deciding the details (the what/when/how-and-whether) of providing feedback that will be helpful.

MORE - Other useful strategies for providing helpful feedback are in two places:  Developing a Creative (and critical) Community by trying to minimize any "harshness" in feedback-providing and feedback-receiving;  Evaluation is Argumentation that in a group requires "the social skills of communication" when you combine Evaluative Thinking with a Persuasion Strategy and Communication Skills, along with productive Attitudes while Arguing.

Using Empathetic Feedback in a Classroom

The three * s — above in the table-for-process and below in descriptions of each * — are three kinds of "feedback... from you ."  Imagine that you are a teacher , and two of your students are Sue (" a person ", aka " them ") and John (" a third person ", aka " third ").

How will you use these 3 kinds of empathy-based feedbacks?  If you're an effective teacher, then (in cell-Rows 4, 5, and 3)...

    * You want to provide feedback that will help Sue construct a better self-understanding of HERSELF .  (This is her SELF-EMPATHY, aka her METACOGNITION, in Row 4.)   /   a new term: Sue's own internal METACOGNITION (by "thinking about Sue's thinking) is being supplemented by your feedback-to-her about her, which is aka external metacognition because it's the "thinking about Sue's thinking" that is externally supplied by you, as an empathetic observer.     * You want to provide feedback that will help Sue (and other students) construct a better other-understanding of JOHN .  (This is her EMPATHY for A THIRD PERSON in Row 5.)   /  You can provide feedback-to-others about all of your students, individually and collectively, to influence each student's other-understandings of their fellow students, and attitudes toward them.     * You want to provide feedback that will help Sue construct a better other-understanding of YOU .  (This is her EMPATHY for YOU in Row 3.) 

With a particular feedback, you want to help a student understand themself (Row 4), or another student (Row 5), or you (Row 3).

Building an Ecology of Empathy in a Classroom

All of these * -feedbacks are one part of the complex personal interactions (simplistically symbolized in the diagram) that occur in every classroom.  In this context, "better self-understanding" and "better other-understanding" will help all of you — Teacher , Student (like Sue or John), and students (in the whole class, or in smaller groups) — develop a better ecology of empathy in your classroom.

In the interactions-diagram, arrows indicate a variety of interactions, including communications that are verbal (with * -feedbacks and in other ways) and non-verbal:

    two arrows point away from the Teacher (you) who can communicate with only one Student (like Sue) or with two or more students .     two arrows point away from the Student (Sue) who can communicate with you , or with one or more other students .     two arrows point away from students (John & others) who can communicate with you , or with any other Student (s).   {note: A complex diagram that is more-complete would show more kinds of interactions between students, as individuals and in groups.}

A skilled teacher will provide guidance for students in how to " wisely filter " their communications (using feedback and in other ways) with the teacher and each other, so their interactions will be helpful.   A wise evaluating-and-filtering should be based on a foundation of healthy interpersonal motivations, with each student wanting to be kind, wanting to affect others in beneficial ways.

Shared Goals and Individual Goals:  In ideal educational teamwork the teacher and all students will have shared educational goals of “greatest good for the greatest number” with optimal learning-performing-enjoying for everyone in the classroom.  But each student also will have their own personal goals that include wanting to improve their interpersonal relationships and personal education .

Habit 5 of Highly Effective People is "Seek first to understand, then to be understood. "  As a teacher, you can use this habit/principle in (at least) two ways:

    When you provide feedback , in Step 1 you try to understand Sue, as a foundation for Step 2 when you help her understand your view of her and what she is doing and how she can improve.   {your feedback is one aspect of stimulating and guiding students}     In the third * -feedback you try to understand Sue, so (with your * -feedback about yourself) you can help her understand you .

Building Empathy-Ecology for a Classroom

I.O.U. - Below are some ideas that eventually, maybe by mid-2019, will be developed more fully.

a humble disclaimer:  This section is just ideas, and most of the ideas (maybe all of them) aren't really new.  I'm just describing some goals of skilled teachers, and some strategies they already are using to effectively pursue their goals.

Important foundational ideas, essential for this section, are in other parts of the website:

• empathy-ecology performs a valuable function in a system of strategies for teaching by helping a teacher provide formative feedback that will help students improve their performing-enjoying-learning and their system of self-perceptions and...

    more generally, will help guide our goal-directed designing of coordinated curriculum & instruction .

• definitions for empathy(s) & metacognition and their Process (of construction) & Result (in understanding) and their uses (by teacher & students) in developing a classroom ecology .  /  [[here are ideas that will be developed later: motivational teamwork for cooperation-collaboration in education, at all levels, including Teaching Strategies for students (re: how they influence the learning of other students, directly with peer teaching, and indirectly/unofficially);  being motivated, as on a sports team, to establish an education-culture for better learning/performing/enjoying;  a HMW for students, in activity where they ask "How Might We" design our own ideal culture/environment for optimal learning, to pursue a “greatest good for the greatest number of students” and for the teacher.]]

strategies for thinking (in a wide variety of contexts ) by learning from experience , and...

    related strategies for teaching .

based on their understanding of personal motivation teachers can use motivational persuasion to help students recognize that school experiences (when they're well designed) can help them learn for life so they will want to adopt a problem-solving approach (to "make it better" in their life) for their own personal education .  When students are personally motivated to learn, it will be much easier for teachers & students to build educational teamwork in a classroom and a school.

Educational Ecologies (in Educational Ecosystems) occur at many levels, in large-scale systems — in a nation, state, district, school, department — and , on a smaller scale,

in a classroom with its ecosystem of interactions between each Student and other students and the Teacher , as shown simplistically in this diagram, to produce 6 kinds of formative feedback — from one person (or group ) to another — based on empathetic understandings of what others are feeling & thinking in their hearts & minds.   Each person also tries to understand, with metacognitive self-empathy, their own feeling & thinking, their own life-goals and life-strategies, for what they want (in their goals ) and how to get it (with their strategies ).   { a process of developing classroom ecology should be based on a foundation of kind attitudes and compassionate intentions to be benefically helpful}

Ideally, the shared goal when building empathy-ecology in a classroom will be improving the total school experience to produce an optimal performing-enjoying-learning overall, with “greatest good for the greatest number” but also respect for all individuals.  For each student, and the teacher(s), the shared mutual objective is to build educational teamwork that will be helpful in achieving individual goals, and group goals.  All can work together in creative collaboration to construct a classroom community with a learning-friendly atmosphere, so students can learn in the ways they want to learn and are able to learn.

I.O.U. reminder - Soon, maybe in mid-2023, these ideas (and related ideas) "will be developed more fully," including my exploration of what others are doing — in principle and in applications — with different aspects of educational ecology.

Is empathy always needed?

This section responds to a question:  Is thinking-with-empathy useful in ALL design projects?

A high quality of thinking with empathy (so your understanding is relevant, accurate, and deep) is extremely important for defining and solving most problems.   But not all problems, because empathy is not very important (or at least it's different) for problem-solving objectives in two categories, when your problem either (1) involves mainly you, or  (2) does not directly involve any people,  when...

1) ...when you want to “make life better” by achieving an objective that is mainly for your own benefit, not for other people, *  and you do most of the problem solving (or all of it) by yourself.   This focus-on-self occurs for some personal decisions and for many of your thinking strategies .  To do each of these well, you need to know yourself, with self-empathy for your own thinking & feeling .  You can use the benefits of different perspectives by supplementing your own understanding (from internal self-observation & self-empathy by yourself) with other understandings (from external observations & empathy by other people).    { perspectives - internal & external, metacognition & empathy }

* Even when a problem-solving project does not "directly involve people" (as in 2a below) or "...other people" (in 1 above), usually some people will be affected in some way, so typically we are describing an objective that requires less empathy, rather than no empathy.

2a) ...when the objective is mostly technical, so it does not directly involve people.  This can occur because a wide variety of objectives (for designing a better object, activity, or strategy in General Design) require a wide variety of empathy, with less needed for a few objectives (those in 2a) than for most objectives.   { IOU - Later, maybe in May, some of these variations-in-empathy will be examined in an appendix, as outlined in the final paragraph of this page.

2b) ...when your functional responsibility in a problem-solving process is to solve a purely technical problem, in a sub-project within the overall project.  For example, you might be asked to design a new piece of equipment (or to repair it) after the technical goal-specifications already have been clearly defined by others in a part of the design project ( Defining a Problem ) that usually requires empathy. }

2c) ...when your objective in Science-Design is an explanatory theory about NON-HUMAN aspects of nature (as in chemistry, physics, or astronomy), not about HUMAN nature (as in psychology, sociology, political science, economics, marketing,...).    { If you ask “is science-design authentic design?”, we can discuss the pros & cons of using definitions (for problem, design, design thinking,...) that are broad or narrow. }

Empathy for Collaboration:  During any design project (including 1, 2a, 2b, 2c), if you're working collaboratively it's important to have empathy for your colleagues, so you can understand ( intellectually and emotionally ) what they are thinking & feeling, to help all of you work together more effectively and enjoyably.

I.O.U. - The ideas below are in gray text because they need to be developed and revised:

In this website, the importance of empathy is emphasized (as in mc-em.htm#empathy - ws.htm#dpmo1ab - ws.htm#dpmo2aem - ws.htm#mcts ) but some other models-for-process (like d.school and DEEPdt) emphasize it more strongly, as described here .

The fact that creative thinking is necessary to imagine projects requiring "no empathy (or very little)" shows that empathy is essential (or at least is extremely useful) for understanding-and-improving almost all problem-situations. — especially for "design projects" (which include almost everything we do in life) that are worthwhile.

maybe responses will be indicated by text-highlighting the objectives where empathy is extremely important and very important and not as important.

for a problem that only you can solve, analogous to solo mountain climbing when you are “on your own” so you must do everything by yourself. 

A larger project is making a detailed appendix (maybe in May) by asking, for many objectives (across a wide range of objectives ), "How useful is thinking with empathy when you define a problem (by learning about a problem-situation, defining an objective, defining goals for a solution) and solve the problem (by designing a solution that satisfactorily achieves your goals)?"

If you want to discuss any of these ideas, you can contact me, <craigru178-att-yahoo-daut-caum> ; Craig Rusbult, Ph.D. - my life on a road less traveled

Copyright © 1978-2023 by craig rusbult.  all rights reserved., this page is designed to be in the left frame, so put it there ., options:   here are three other useful links, sitemap (in left frame )  -   home (in right frame )  - open this frame in a new full-width window (i.o.u. - until this link is available, right-click frame and choose "open frame in new window  - and useful information is in tips for using this website ..

Empathy: What Is It and How Does It Work Essay

Introduction, the meaning of empathy, what it takes for one to express empathy, empathy in the society, empathy in the study book, how important is empathy, works cited.

Empathy is a virtue that is associated with human beings. It can be said to be one of the virtues that separate caring and uncaring people. This article examines the meaning of empathy in general. It shows what it means to have empathy as a human being. Empathy is also examined from the context of the book Do androids dream of electric sheep. The context of the story in this book reveals, in a special way, how empathy can be and cannot be expressed. The effects of expressing and not expressing empathy are also looked at. Over expression is specifically pointed out as being unhealthy.

Empathy has been defined as the ability to identify with a situation that another person is going through. It has also been defined as the ability to experience another person’s feelings (Empathy 1). When a person identifies with another person’s situation and tries to alleviate or mitigate the stressing factor in the situation, then one can say that he or she is expressing empathy. Acts of empathy may therefore include such actions as giving food to the needy in the society or providing shelter to those who are homeless. Generally, empathy has much to do with acts of kindness directed to people faced with situations which are hostile. It is kindness directed to people who need it based on how the donor or the person giving has perceived the situation at hand (Vincent 10).

The feeling of empathy comes up when there is a clear difference between the person being empathetic and the one who is the subject of empathy. Generally, two persons in the same unfortunate situation may not manifest empathy feelings towards each other. This is because of undergoing the same situation and neither of them may be in a position to help the other. But if two people are experiencing different unfortunate circumstances at the same time, they may be able console each other thus they may show empathy to each other. For instance, a bereaved person may show empathy to another person who has lost his or her house to fire.

Empathy can be examined as a feeling that pushes a person to do something good for another person particularly when the other person is in a bad situation. Basically, for one to express empathy therefore one needs to have feelings. One has to feel and be touched by what others are going through. Because empathy is just but a feeling, it does not really cost much, at least financially, to feel empathetic. However, acts of empathy may cost some resources depending on individual acts in question (Thagard 15).

What it takes to express empathy is therefore the ability to have the feeling first such that there is identification with the situation at hand and then being in a position to offer the help required in whole or in part. Empathy has to do with feelings and in cases where a person’s feelings have been hardened; empathy may not be manifested easily. A good illustration is those that propagate violence especially the leaders (Thagard 15).

Empathy can only be expressed between two person or more. For empathy to be expressed, one party (one person or persons) has to be in a disadvantaged or hostile position in order for the other to offer some assistance. It is worth noting that acts of empathy or helping others who are a hostile situation or in a position that need assistance should be on a voluntary basis. If one is coerced to help another person then such an action may not pass as an act of empathy. Empathy therefore has significantly to do with the willingness to help out of one’s own volition or free will.

There are many ways in which empathy can be expressed in the society. More often than not, people in the society are not endowed equally and therefore there are some who are less privileged. One way on expressing empathy therefore is by lending a hand to those who are less privileged. One way in which this can be done perfectly is through visiting children homes. Most of the children in these homes are orphans. By spending time with them, playing and talking with them, they get the feeling of being cared for. This is important as it enables them to develop self confidence. Apart from spending time with them one can gift them with items such as clothes.

One may also express empathy to the sick especially those admitted in hospitals. Patients admitted in hospital are more likely to undergo psychological distress especially because of being away from family members. Expressing empathy in this case can be done through a word of encouragement. Words of encouragement as gestures of empathy will also work well in a family setting especially when one of the members has been faced with an unfortunate situation, for instance, falling sick.

The study book Do androids dream of electric sheep depicts in a clear manner the meaning of empathy and how it is applied. The book starts by setting the conditions right for the empathy to be exercised. The whole world is destroyed and only a handful of living things survive. Human beings as well as animals are left vulnerable and in a state where they need each other. Empathy in this book is shown as a biological trait which no android, even the most intelligent, can imitate. This is because emotions cannot be programmed into a computer (Dick 1).

I am of the view that it is the human beings who are the subject of empathy in this book. This may sound reversal but taking into consideration the joy and satisfaction that humans get from keeping animals, it turns out to be true. To keep an animal is prestigious and those who cannot afford animals are forced to find pleasure in keeping electric animals. This act of keeping electric animals as seen in the book can only point out to the fact that humans have some desire within themselves to offer care that if not satisfied disturbs them. Animals come in to satisfy that need by accepting to be cared for by the humans.

Technically, as the animals are being shown empathy by being cared for they are also playing a major role of showing empathy to humans by allowing themselves to be cared for. Indeed in the book, empathy is viewed as a two way traffic action whereby one party is willing to show empathy to another party and the other party is willing to accept the actions of empathy advanced by the first party.

Empathy is a vital virtue to human beings. It can be said to be among the virtues that help to make the society better. As was noted in the book, empathy differentiates us from machines. It gives us the kindness that makes human beings different from animals. Empathy also helps to unite people as they identify with one another in various struggles that they undergo (Waal 1).

Although it has been generally agreed that empathy is important, there is a caution that it should be expressed carefully in some cases. Caregivers need to express empathy when attending to patients. However, it has been noted that expression of empathy too much may make the patients vulnerable to be hurt (Hojat 12). Too much expression of empathy in such a scenario may also make the patients feel that their situations are dire. Such a feeling will obviously do more harm than any good (Eisenberg 1).

Empathy has been viewed as the ability to identify with a situation that another person is undergoing. Empathy significantly has to do with feelings. Empathy is shown when a person is in an unfortunate situation that may need consoling. In most cases, empathy propels a person to do something about the situation in question. The feeling of empathy will therefore push one into action, however in some cases there are no actions which might be done. Therefore, empathy does not change because one has not responded to the prompt to act.

It has also been discussed that it only takes feeling to have empathy. Since one does not need to act in order to show empathy, it can be argued that almost every person can express empathy. Those who may not display empathy are those who have hardened their emotions. Showing empathy has a positive effect on those who receive it.

Empathy consoles them and psychologically strengthens them to keep on fighting. This is especially the case for patients. However, it has also been cautioned against too much expression of empathy as it may create the impression that a person is in such a desperate situation that he or she might not recover. This will psychologically affect the person in a very negative manner.

Dick, Philip. Do Androids Dream of Electric Sheep . New York: Orion, 2010. Print.

Eisenberg, Nancy. Empathy and Its Development . New York: CUP Archive, 1990. Print.

Empathy. Empathy vs. Sympathy . DIFFEN, 2013.

Hojat, Mohammad. Empathy in Patient Care: Antecedents, Development, Measurement, and Outcomes . New York: Springer, 2007. Print.

Thagard, Paul. The Brain and the Meaning of Life . New Jersey: Princeton University Press, 2010. Print.

Vincent, Steve. Being Empathic: A Companion for Counselors and Therapists . New York: Radcliffe Publishing, 2005. Print.

Waal, Franz. The Age of Empathy: Nature’s Lessons for a Kinder Society . New Jersey: Crown Publishing Group, 2010. Print.

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IvyPanda. (2022, May 3). Empathy: What Is It and How Does It Work. https://ivypanda.com/essays/philosophy-of-empathy/

"Empathy: What Is It and How Does It Work." IvyPanda , 3 May 2022, ivypanda.com/essays/philosophy-of-empathy/.

IvyPanda . (2022) 'Empathy: What Is It and How Does It Work'. 3 May.

IvyPanda . 2022. "Empathy: What Is It and How Does It Work." May 3, 2022. https://ivypanda.com/essays/philosophy-of-empathy/.

1. IvyPanda . "Empathy: What Is It and How Does It Work." May 3, 2022. https://ivypanda.com/essays/philosophy-of-empathy/.

Bibliography

IvyPanda . "Empathy: What Is It and How Does It Work." May 3, 2022. https://ivypanda.com/essays/philosophy-of-empathy/.

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Problem-solution essays Situation-problem-solution-evaluation

Problem-solution essays are a common essay type, especially for short essays such as subject exams or IELTS . The page gives information on what they are , how to structure this type of essay, and gives an example problem-solution essay on the topic of obesity and fitness levels.

What are problem-solution essays?

Problem-solution essays consider the problems of a particular situation, and give solutions to those problems. They are in some ways similar to cause and effect essays , especially in terms of structure (see below). Problem-solution essays are actually a sub-type of another type of essay, which has the following four components:

The 'situation' may be included in the essay prompt, in which case it will not be needed in the main body. If it is needed, it can often be included in the introduction, especially for short essays, as with the example essay below . The 'evaluation' may be included as part of the conclusion (also as in the example below), or omitted altogether, especially for short essays. For these reasons, problem-solution essays are more common than situation-problem-solution-evaluation essays (or SPSE essays).

There are two main ways to structure a problem-solution essay. These are similar to the ways to structure cause and effect essays , namely using a block or a chain structure. For the block structure, all of the problems are listed first, and all of the solutions are listed afterwards. For the chain structure, each problem is followed immediately by the solution to that problem. Both types of structure have their merits. The former is generally clearer, especially for shorter essays, while the latter ensures that any solutions you present relate directly to the problems you have given.

The two types of structure, block and chain , are shown in the diagram below. This is for a short essay, which includes the 'situation' in the introduction and 'evaluation' in the conclusion. A longer essay, for example one of around 1,000 words, with citations , would probably have these two sections as separate paragraphs in the main body.

Example essay

Below is a problem-solution essay on the topic of obesity and poor fitness . It uses the block structure . Click on the different areas (in the shaded boxes) to highlight the different structural aspects in this essay, i.e. Situation, Problem, Solution, Evaluation. This will highlight not simply the paragraphs, but also (for problems and solutions) the thesis statement and summary , as these repeat the problems and solutions contained in the main body.

Consumption of processed and convenience foods and our dependence on the car have led to an increase in obesity and reduction in the fitness level of the adult population. In some countries, especially industrialized ones, the number of obese people can amount to one third of the population. This is significant as obesity and poor fitness lead to a decrease in life expectancy , and it is therefore important for individuals and governments to work together to tackle this issue and improve their citizens' diet and fitness. Obesity and poor fitness decrease life expectancy. Overweight people are more likely to have serious illnesses such as diabetes and heart disease, which can result in premature death. It is well known that regular exercise can reduce the risk of heart disease and stroke, which means that those with poor fitness levels are at an increased risk of suffering from those problems. Changes by individuals to their diet and their physical activity can increase life expectancy. There is a reliance today on the consumption of processed foods, which have a high fat and sugar content. By preparing their own foods, and consuming more fruit and vegetables, people could ensure that their diets are healthier and more balanced, which could lead to a reduction in obesity levels. In order to improve fitness levels, people could choose to walk or cycle to work or to the shops rather than taking the car. They could also choose to walk up stairs instead of taking the lift. These simple changes could lead to a significant improvement in fitness levels. Governments could also implement initiatives to improve their citizens' eating and exercise habits. This could be done through education, for example by adding classes to the curriculum about healthy diet and lifestyles. Governments could also do more to encourage their citizens to walk or cycle instead of taking the car, for instance by building more cycle lanes or increasing vehicle taxes. While some might argue that increased taxes are a negative way to solve the problem, it is no different from the high taxes imposed on cigarettes to reduce cigarette consumption. In short, obesity and poor fitness are a significant problem in modern life, leading to lower life expectancy . Individuals and governments can work together to tackle this problem and so improve diet and fitness . Of the solutions suggested, those made by individuals themselves are likely to have more impact, though it is clear that a concerted effort with the government is essential for success. With obesity levels in industrialized and industrializing countries continuing to rise, it is essential that we take action now to deal with this problem.

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Author: Sheldon Smith    ‖    Last modified: 22 January 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

Empathy - Essay Examples And Topic Ideas For Free

Empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference. Essays on empathy could explore its psychological and neurological basis, its importance in interpersonal relationships, its role in conflict resolution, and its cultivation in various professional settings like healthcare and education. A vast selection of complimentary essay illustrations pertaining to Empathy you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

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Composition Type: Problem-Solution Essays

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In composition , using a problem-solution format is a method for analyzing and writing about a topic by identifying a problem and proposing one or more solutions. A problem-solution essay is a type of argument. "This sort of essay involves argumentation in that the writer seeks to convince the reader to take a particular course of action. In explaining the problem, it may also need to persuade the reader concerning specific causes" (Dave Kemper et al., "Fusion: Integrated Reading and Writing," 2016).

The Thesis Statement

In many types of report writing, the thesis statement is posed front and center, in one sentence. Author Derek Soles writes about how the thesis statement in a problem-solution paper differs from a straight "report of findings" type of text:

"[One]  expository  mode is the problem-solution essay, topics for which are typically framed in the form of questions. Why did fourth-graders from poor families score low on a nationwide math test, and how can educators improve math education for this group? Why is Iran a threat to our national security, and how can we reduce this threat? Why did it take the Democratic Party so long to select a candidate for the 2008 presidential election, and what can the party do to make the process more efficient in the future? These essays have two parts: a full explanation of the nature of the problem, followed by an analysis of solutions and their likelihood of success."

("The Essentials of Academic Writing," 2nd ed. Wadsworth, Cengage, 2010)

Readers need additional context before you get to your thesis, but that is not to say that the thesis has to be posed as a question in the introduction:  

"In a problem-solution essay, the thesis statement usually proposes the solution. Because readers must first understand the problem, the thesis statement usually comes after a description of the problem. The thesis statement does not have to give details about the solution. Instead, it summarizes the solution. It should also lead naturally to the body of the essay, preparing your reader for a discussion of how your solution would work."

(Dorothy Zemach and Lynn Stafford-Yilmaz, "Writers at Work: The Essay." Cambridge University Press, 2008)

Sample Introductions

It can be helpful to see completed examples before writing in order to examine what makes for an effective piece. See how these introductions give some context before posing the topic and lead naturally into the body paragraphs, where the evidence will be listed. You can imagine how the author has organized the rest of the piece.

"We buried my cousin last summer. He was 32 when he hanged himself from a closet coat rack in the throes of alcoholism, the fourth of my blood relatives to die prematurely from this deadly disease. If America issued drinking licenses, those four men—including my father, who died at 54 of liver failure—might be alive today."

(Mike Brake, "Needed: A License to Drink."  Newsweek , March 13, 1994)

"America is suffering from overwork. Too many of us are too busy, trying to squeeze more into each day while having less to show for it. Although our growing time crunch is often portrayed as a personal dilemma, it is, in fact, a major social problem that has reached crisis proportions over the past twenty years."

(Barbara Brandt, "Whole Life Economics: Revaluing Daily Life." New Society, 1995)

"The modern-day apartment dweller is faced with a most annoying problem: paper-thin walls and sound-amplifying ceilings. To live with this problem is to live with the invasion of privacy. There is nothing more distracting than to hear your neighbors' every function. Although the source of the noise cannot be eliminated, the problem can be solved."

(Maria B. Dunn, "One Man's Ceiling Is Another Man's Floor: The Problem of Noise")

Organization

In "Passages: A Writer's Guide, " how to organize a problem-solution paper is explained:  

"Though to some extent [your organization of the paper] depends on your topic, do make sure that you include the following information:

Introduction: Identify the problem in a nutshell. Explain why this is a problem, and mention who should be concerned about it.

Problem Paragraph(s): Explain the problem clearly and specifically. Demonstrate that this is not just a personal complaint, but a genuine problem that affects many people.

"Solution Paragraph(s): Offer a concrete solution to the problem, and explain why this is the best one available. You may want to point out why other possible solutions are inferior to yours. If your solution calls for a series of steps or actions to be followed, present these steps in a logical order.

"Conclusion: Reemphasize the importance of the problem and the value of your solution. Choose a problem that you have experienced and thought about—one that you have solved or are in the process of solving. Then, in the essay itself, you may use your own experience to illustrate the problem. However, don't focus all the attention on yourself and on your troubles. Instead, direct the essay at others who are experiencing a similar problem. In other words, don't write an I essay ('How I Cure the Blues'); write a you essay ('How You Can Cure the Blues')."

(Richard Nordquist, Passages: A Writer's Guide , 3rd ed. St. Martin's Press, 1995)

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The Definitive Guide to Writing a Problem Solution Essay

06 February, 2021

13 minutes read

Author:  Josh Carlyle

In this article, we cover the basics of problem solution essay writing. We will explain what a problem and solution essay is in academic and straightforward terms. We shall also cover the four essential components that make this essay coherent. With these four components in mind, we will offer guidance on the outline structure and provide some general writing tips on research and problem solving, as well as some topics and essay samples.

What is a Problem Solution Essay?

A problem solution essay is a staple of humanities and social science subjects. These essays cover a pressing issue, examine how it causes problems, and offer solutions to these problems. The topic for problem solution essay papers can be incredibly diverse. The problem could be local, regional, or global. It could affect a wide range of people or be part of the discourse on an arcane and obscure aspect of computing.

If you are wondering how to write a problem solution essay, look no further than its name. The core of a problem solution essay is in the title. In this type of essay, a problem is presented, and a solution is offered. Doing this well requires presenting the issue in an audience-appropriate way and then offering solutions that thoroughly negate any critiques of those solutions. 

4 Components of a Problem Solution Essay

In a problem and solution essay, the following aspects must be included:  

• The Situation: this opening part is where the foundation of the problem lies. It is not an introduction in the sense that you may be familiar with or an abstract that covers the entirety of your thesis. Rather, it is a short and straightforward briefing that will make a layperson familiar with the situation at hand.
• The Problem: this part provides specifics of the problem. Detailed dissections of evidence take place here; we’ll summarise those later in the evaluation section. 
• The Solution: this component covers push-back specific solutions you may encounter. Part of a correct answer is thinking of your opponents’ perspectives and ensuring that they address their assumptions and points.
• The Evaluation: in this section, it is crucial to write with brevity and wit; this will make your position memorable. Readers will often remember the last part of essays they read, so make sure it represents a microcosm of your essay as a whole. 

These components are the essence of the structure required in a problem solution essay. The actual structure you will work with will require a finer granulation of sections. For instance, in the solution section, the critiques will also need to have a review applied, demonstrating their lack of applicability or irrelevance. 

Problem Solution Essay Outline

The best guide for a problem solution essay outline is the four components mentioned above. Cover the situation, the problem, the solution, and then evaluate both or all sides of the story. 

To drill down further into the outline, you should have an introduction that will set out your paper’s structure. Then you should present the situation. Keep this section free from emotive language. Use it to ensure the reader has all the facts, and imagine that you want everyone reading the paper to be on a level playing field in terms of knowledge and framing of the problem.

In the problem section, you must explain why there is a particular issue. At this point in your essay, ensure that you do not leave the door open to other causes of the problem. Find ways to make the problem something that the reader cares about and wants to solve, but beware of assuming the reader is on your side simply because you’ve said some things and made some points. 

Once the situation has been explained, and the problem elucidated, present your solution. It  should use evidence, and you should be able to explain how it directly relates to the question.  Don’t use ad hominem attacks or go polemic. Unravel the problem with your solution. Take it to step by step and keep your writing composed.

In the evaluation section, you should find your argument’s weaknesses and the views that find fault with your solution.

How To Find Solutions to Your Problems

You can find solutions to your problems by researching them; someone will have asked the question before, or one very similar to it. You can talk to your peers and even conduct polls on social media to gauge the public’s position on various solutions. 

Another way of finding solutions include flipping your perspective. Take the position of the other side and see the world through their gaze. By putting yourself in the opponent’s shoes, you can see weaknesses in your ideas and perhaps adjust them to take on more relevance to more people or factor in an aspect that you had overlooked.

Ultimately, the best way to find solutions is to read and read some more. Try looking in your library if you prefer books to the internet, but don’t leave Google out of it. Using the search engine correctly, you can dig up all kinds of books, papers, and presentations that will be very useful in your studies.

Problem Solution Essay Topics

The list of problem solution essay topics is very long. As mentioned earlier, the problem can be a local issue, affecting a specific demographic or being universal. Regardless of the topic you choose, there are another million waiting for an answer.

To start you off, the climate crisis is an excellent area for debate. 

• How do we deal with stranded assets in the fossil fuel industry and financial sector? 
• What should the laws be surrounding new cars run on petrol and diesel? 
• How should electrification be carried out in developing nations? Is a carbon tax a viable way to reduce emissions? 

Other problem solution essay ideas might include social media’s effect on dopamine levels, gerrymandering in electoral districts, or the working week’s length. 

Problem Solution Essay Examples

Reading previous papers is a fantastic method to improve your grades. Study essays that get top marks and some of the ones which get lower marks. The difference will be apparent in their vocabulary, logic, and evidence. Read a few problem solution essay sample papers but don’t plagiarize them; always cite your sources. Here are a few examples to help you get started: 

https://www.eapfoundation.com/writing/essays/problemsolution/  

https://www.ieltsbuddy.com/problem-solution-essays.html  

Writing Tips for a Problem Solution Essay

An essay is a complex task to complete. That’s why it’s useful to break down the whole into several steps. 

Step one is to conduct some thorough research and planning. If you have free choice over the problem at hand, then start by brainstorming some groups you belong to and decide whether they’re officially mandated ones like a sports team or a club, or broader, like your sex, gender, nationality, or language grouping.

After this, jot down some issues in the groups. Are you struggling to manage the payment plan for your sports hall? Has there been an instance of bullying or shaming in your school? With the topic in mind, move onto research. 

When researching your topic, it’s always useful to remember that there is nothing new under the sun. It is almost definite that similar problems have arisen before, and most solutions already exist.

Then, conduct and compose a literature review on the topic. A literature review is an excellent addition to your essay as a standalone section. It helps to situate your issue within the world and builds relations to other similar problems. 

You may think you have nothing to say about the problem or find it hard to justify your opinion. Well, in the problem solution essay, your voice matters. Always try to back up what you’re saying through evidence and try not to stray into writing a polemic. Yet, passion and emotion are useful tools for framing the problem. Just try not to make these responses the whole essay.

As far as solving problems goes, you can use some general mechanics to come up with solutions. The following paragraphs will present some of these logical mechanics; feel free to use them in your writing:

• Add something new: this solution works when something is lacking. The problem may be a lack of funding, equipment, or motivation. The assumed problem when using this angle of attack is that there is a lack of resources available. Concrete examples of this could include more teaching assistants in education, longer opening hours at a library, or more significant legislation to protect the environment.
• Remove something: this is the inverse of the previous point. Inversing is a useful strategy for thinking about problems in general. If something is too crowded or too busy, it might be a solution to limit exposure to something and devise a solution. 
• Education: learning is a more specific aspect of ‘adding something’; it presupposes that a lack of information and awareness is the cause of the problem. If people had this knowledge, the theory goes that the issue would disappear or reduce because people could make informed decisions and correct their behavior.
• Enforcement: if something like school rules, or even the law, is being ignored, proper enforcement might be a solution. Enforcement has its own sets of problems. This angle is an excellent way to write an unfolding and varied essay as it requires lots of discussion around proper enforcement. Making people do things they don’t want to do is a tricky situation and is riddled with structural and psychological issues.
• Compromising: proposing compromise through mediation or bi-partisan effort is another complex solution. To work effectively, it has to involve people who possess robust negotiation techniques. But settlements happen all the time, so they’re a powerful solution to many problems. It may be useful to learn about zero-sum and relative issues to argue this case correctly.
• A change in leadership: leaders can become stale and cumbersome; they may get weighed down by responsibility and have a low tolerance for change. Although, many problems require systemic changes, such as the climate crisis. With an established leader in charge, progress could be slow as they may be blinkered by their position. In this case, they are proposing an election or vote of confidence as a solution that can break the deadlock and offer people a chance to voice their concerns through voting.

One could surmise that the problem and solution essay is an incredibly relevant style of writing. By dissecting an issue and coming up with solutions, you learn a skill that is useful in many careers and practices. But writing one effectively requires both passion and perseverance; writing about topics that move us, though letting the fire burn too brightly, can put readers off or lead them to ignore their blind spots. 

Follow the structures set out above and make sure to proofread your essays before submission. Finding a good editor is always a positive step; they can help to rephrase your words so that your argument comes across more fluently. 

Writing drafts is good practice, although not always possible due to time constraints. Ideally, you should work through two drafts before submitting a final piece; if the essay makes up a small part of your overall grade, adjust the drafting process accordingly. 

Write a Problem Solution Essay with HandmadeWriting

Problem solution writing has been speaking truth to power for millennia. HandmadeWriting loves seeking solutions as much as it loves a simple academic essay or lab report. It’s hard to become a good essay writer without getting critical at times. That’s why we pride ourselves on producing some of the most compelling content around. So be the next one to enjoy our writing and get an A+ for it.

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A problem-solution essay is a type of academic essay that explores a particular issue or challenge, and presents a potential course of action to address it. The purpose of a problem-and-solution essay is to identify a problem or issue, and to provide a practical solution or strategy for resolving it.

With so many unsolved issues, it’s easy to find some good questions for consideration. All you need is to look around or read the news.  Writing a problem and solution essay won’t take much time and effort if you know what details to cover and what order you should follow. By using our ultimate guide, you will be able to compose an excellent and convincing essay with minimal effort. Close social networks and YouTube, spend 5 minutes reading our article to take to any problem solution essay topics like a duck to water. Have a tough deadline? Consider paying someone to write your essay . StudyCrumb experts will deliver a perfect problem and solution essay tailored to your requirements.

What Is a Problem Solution Essay: Definition

A problem and solution essay is a type of academic writing that defines some specific issue and provides steps to solve it. This kind of essay is aimed at assessing a student's ability to find some controversial problem and offer a clear problem-solving strategy.  Your topic should be relatively simple to write about. It’s good if it meets the general public's interests. Some popular topics for this essay include such issues:

• Environmental pollution
• Internet addiction
• Infrastructure
• Religious issues
• Social movements.

No matter what topic you choose, it should motivate you to think and look for ways of solving the problem. You should analyze it, study various strategies, and choose which one fits best.  In a problem and solution essay, you can write about more than one problem. However, your solution is only efficient when several subjects in question fall into the same field. Otherwise, it will be difficult to focus on the right solution.

Problem Solution Essay Outline

One of the most important steps of your writing process is creating a problem solution essay outline . Without it, your paper will be unstructured and poorly organized. This is not the case when there is an efficient well-thought-out plan. Writing an outline is crucial on the way to composing a brilliant essay. It will help you stay on point without deviating from the issue. This way, you can save time and effort.  Unlike any other type of writing, a problem and solution essay provides some room for flexibility. You can create an outline using two different methods:

• Block method
• Chain method.

Each of these methods have their advantages and can be applied depending on the situation that will be covered. Let’s look at each of these approaches more in detail.  The block outline has the following structure:

Introduction – presents the topic and contains 4-5 short sentences. 

Main body – contains 2-3 paragraphs, each of them beginning with a topic sentence.

Body paragraph  

Body paragraph 

Conclusion – sums up all main points. 

Block method allows you to look at multiple problems or solutions using separate paragraphs. However, mastering this approach at first may be somewhat difficult.    The chain method is more appropriate if you want to focus on some unified idea within one body paragraph. Here’s an example of chain outline:

Introduction

Body paragraph 1

Body paragraph 2

This approach helps you explore an issue step-by-step. For this reason, it may be easier for beginners. 

How to Write a Problem Solution Essay

Now, it’s time that we learn how to write a problem and solution essay. Further, we will tell you about the best way of doing it. Below, you will find detailed information on perfecting each section of your essay. We will specifically shed more light on:

• Acquaintance with the problem’s background
• Description of the issue’s specifics
• Explanation why it should be solved
• Suggested solution and assessment
• Call to action .

Let’s learn the secrets of writing a successful essay firsthand! 

How to Start a Problem Solution Essay: Introduction

The first section is a problem solution essay introduction. It should include such components:

• Thesis statement.

Your opening paragraph should specify an issue, as well as provide some background information. Think over the first sentence that will captivate your readers. Everything must be clear from the very first lines. If one gets your idea at once, it’s almost in the bag. It may take some time to come up with a catchy hook, but you will be rewarded with an A+. Consider rare statistics, any little-known fact, or some hype information.  Remember that your second and third sentences should naturally flow into further discussion. Develop your idea by introducing some context. By the way, you can write an introduction after the rest of your essay is complete. Just make sure you have a thesis statement. After all, it’s the ground of your essay. All main points should be related to your thesis.

How to Write an Outstanding Problem Solution Essay Body

The next part in the problem and solution essay is the main body. Here, you should suggest ways of solving the issue. It would be great if you analyzed probable consequences of problem-solving actions. You should support why you think the specific measures are necessary and what they will result in.  Usually, the main body of a problem and solution essay includes 3 paragraphs. Every body paragraph focuses on different aspects:

• Discuss an issue and offer your solution
• Explain why your strategy will work
• Provide some counter argument and refute it.

Argumentation is essential. By using it, you can convince readers that your strategy is correct. There is a good way to make powerful arguments. You should start with a statement, followed by an explanation. Back up your point of view with supportive examples. Then comes your final judgment. You can create transitions between paragraphs to make it easier for readers to follow a train of thought.

How to Write a Conclusion for a Problem Solution Essay

Congratulations! You’ve reached the last stage – a problem and solution essay conclusion. It usually contains 4-5 sentences summarizing your reasoning. In this part, you can make a general conclusion. It should include strong statements about what has been written.  You can rephrase your thesis statement and share your final thoughts. The goal of the last part is to draw a complete picture and make readers think. Your last paragraph shouldn’t contain any fundamentally new facts – only a general summary of points mentioned above. Try StudyCrumb’s summarizer tool if you have challenges ending your problem and solution writing. Your writing style in conclusion must always correspond to the style of your entire essay. Don’t try to stay on the safe side by using such phrases as “in my humble opinion”, “I am not an expert, but”. Readers will see them as excuses and uncertainty, which you definitely don’t want. What they should understand is that your essay is over and there is a logical conclusion.

Problem Solution Essays Examples

It is important to study a problem solution essay example before writing your own work. This way, you will be able to assess all the aspects and see how other authors coped with a similar task. You can borrow an exact structure or method of handling the situation.  Our examples won’t replace your essay. You shouldn’t copy or assign them to yourself. Focus on creating unique and useful content.

Problem and Solution Essay: Writing and Proofreading Tips

You will be able to become a master of writing a problem and solution essay by following these great tips:

• After finishing your work, leave your paper for a while. Later, you will be able to return to it and assess it with a fresh approach.
• Check whether you’ve used all the above-mentioned components.
• Make sure that your thesis clearly states your paper’s topic.
• Perform in-depth research on your issue and explore existing resolutions.
• Ensure that your solutions are realistic and can be implemented.
• Use special tools to “grade my essay” and check whether your spelling and punctuation are correct.
• Ask your relative, family member, or friend to proofread your work. A couple of extra eyes will ensure that there are no logical and grammatical errors.

You should also pay attention to the paper formatting style. Use the same font and text style throughout your essay.

Problem/ Solution Essay: Bottom Line

As you can see, there is nothing super hard about writing a problems and solution essay. Hopefully, our detailed guide will help you complete your assignment. Of course, you should be ready to test which approach works best for you. After all, you should strive for continuous improvement. 

You can always rely on our top-notch academic writing service. We guarantee high quality, efficiency, affordable prices, and timely delivery. Order your paper now to succeed tomorrow!

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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Home — Essay Samples — Sociology — Family Relationships — The Importance of Family Problems and their Solutions

The Importance of Family Problems and Their Solutions

• Categories: Family Relationships

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Words: 510 |

Published: Feb 7, 2024

Words: 510 | Page: 1 | 3 min read

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Families play a vital role in society, financial difficulties are a leading cause of family problems, the effects of family problems can be far-reaching and long-lasting, solutions to family problems vary depending on the nature of the issue, prevention is always better than cure.

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