Ed Kirwan
Ed Kirwan is a qualified teacher and former Head of Chemistry. His experiences in the classroom and the deprived North London community where he taught compelled him to pioneer a progressive and worldwide educational movement called Empathy Week.
Launched for the first time in 2020, Empathy Week is a film-based education resource and platform that empowers young people to take empathic action for the causes they care about.
Ed's mission is to address the problems that exist in education across the world - teachers being time-poor yet having a requirement to deliver social, moral, spiritual and cultural education.
Can you tell us a bit about your own education and how it influenced your current work?
Certainly! I attended a state comprehensive school in Oxford until the age of 16. My grades weren't great compared to the rest of the country, but then I had the opportunity to attend a high-achieving private boys' school for sixth form. Experiencing both ends of the educational spectrum gave me a valuable understanding of the benefits and drawbacks of different systems. After school, I pursued biochemistry at Bath University and later became a teacher while also studying for a Masters in Leadership in Education.
You transitioned from a background in chemistry to filmmaking. How did that interest develop, and why is filmmaking important to you?
My interest in filmmaking developed as I reflected on my own learning preferences and experiences. I realized that I enjoyed sciences because of the practical and visual aspects, along with the hands-on approach. Additionally, I had some exceptional science teachers who influenced me positively. When I left teaching and started engaging with various projects, one of them involved homelessness. I felt that using film to capture and share the stories of people affected by homelessness would have a greater impact on changing perceptions compared to just talking about it. I noticed that existing videos mainly featured individuals who had already gone through charitable systems and were praising the organizations helping them. I was curious about understanding the thoughts, emotions, and actions of those currently facing homelessness and decided to pick up a camera and start filming to shed light on their experiences.
How did your interest in homelessness lead to the development of Empathy Week?
While working with different organizations, I came across the Liverpool Homeless Football Club, which introduced me to the Homeless World Cup. Attending the tournament in Mexico opened my eyes and provided valuable learning experiences. I met an Indian man who ran the Indian team and, after learning about my teaching background, he offered me an opportunity to facilitate a leadership course alongside their football program in India. I lived with him in Nagpur, India, for three months and realized that my filmmaking skills could be coupled with education to show students a different perspective on life, one that fosters empathy instead of sympathy. I recognized the unique chance to expose students to a life they would never otherwise see, impacting their own lives and relationships positively. This experience sparked the idea for Empathy Week, which has grown and evolved since then.
Have you noticed any cultural differences in how empathy is perceived and practiced?
Empathy is understood and practiced differently across cultures. In some countries, there may not even be a word for empathy in their language. Even in the UK, where I'm based, empathy is often misunderstood. Many people here define empathy as "walking in someone else's shoes," but I find this definition limiting and inadequate. When working with young people from slum communities in India, I realized I could never truly walk in their shoes or fully understand their experiences. Instead, empathy should involve keeping the other person in their own shoes while allowing them to guide us and show us their perspective. It's about listening and observing without assuming we know what they're going through. Empathy is intertwined with culture and how we treat and perceive others. It's essential to expand our understanding of empathy beyond simplistic notions and embrace a more nuanced and open approach.
How do you envision the future of empathy in education?
I believe the future of empathy in education lies in creating opportunities for students to see themselves in others and develop the skill of empathy. As our world becomes increasingly globalized and diverse, treating others as we would like to be treated is no longer sufficient. We need to expose students to a wide range of experiences, cultures, and diversities, allowing them to understand and appreciate different perspectives. By integrating empathy education into the curriculum, we can help students become compassionate, understanding, and engaged global citizens. It's not just about acquiring knowledge but also fostering a sense of connection and a desire to take empathic action. Empathy should be seen as a vital skill, just like literacy and numeracy, and be given equal importance in education.
What advice do you have for educators who want to incorporate empathy into their teaching practices?
My advice for educators who want to incorporate empathy into their teaching practices is to start by developing their own empathy skills. Take the time to reflect on your own biases and assumptions and actively seek out diverse experiences and perspectives. Engage in conversations and listen attentively to your students, allowing them to express themselves without judgment. Create a classroom environment that promotes empathy, respect, and inclusivity. Encourage students to share their stories and experiences, fostering a sense of belonging and understanding. Utilise resources and tools like films, literature, and interactive activities that highlight empathy and its importance. Lastly, collaborate with other educators and organizations that prioritize empathy in education to share best practices and support one another in this journey.