‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion

Journal article

Cain, Melissa. (2023). ‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion. Journal of Moral Education. pp. 1-17. https://doi.org/10.1080/03057240.2023.2287397
AuthorsCain, Melissa
Abstract

How do teachers prepare their students for living in an increasingly fractured and inward-looking world? With the rise of populism and authoritarianism, one might argue that the ability to consider others’ needs and feel into their experiences might be more necessary now than ever. This article explores how empathy and compassion as moral attributes are experienced and developed through the creative and performing Arts. Rich examples provided by Australian educators of preservice teachers detail how the Arts promote embodied engagement with empathy and compassion which assist them to develop the knowledge, skills, dispositions, and capabilities to make informed moral judgments. In this way, the Arts provide social, emotional, physical, and aesthetic connections that may counteract a decline in pro-social behaviour and play a significant role in shaping how the next generation responds to challenges both personal and global.

Keywordsteacher education; moral education; creativity; empathy; compassion; the Arts
Year01 Jan 2023
JournalJournal of Moral Education
Journal citationpp. 1-17
PublisherRoutledge
ISSN1465-3877
Digital Object Identifier (DOI)https://doi.org/10.1080/03057240.2023.2287397
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/03057240.2023.2287397
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-17
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Dec 2023
Publication process dates
Accepted14 Nov 2023
Deposited28 Jun 2024
Additional information

© 2023 Journal of Moral Education Ltd.

Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/90q86/-those-moments-are-ineffable-how-creativity-experienced-through-the-arts-promotes-empathy-and-compassion

Log in to edit

Restricted files

Publisher's version

  • 37
    total views
  • 0
    total downloads
  • 7
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Playing the game of education is playing the game of life for students with disability
Cain, Melissa. (2024). Playing the game of education is playing the game of life for students with disability. In In Walker, Amelia, Grimmett, Helen and Black, Alison L. (Ed.). Ludic Inquiries into Power and Pedagogy in Higher Education : How Games Play Us pp. 1 Routledge. https://doi.org/10.4324/9781003450979-17
What’s an innovation? Capitalising on disruptive innovation in higher education
Cain, Melissa, Campbell, Chris and Fanshawe, Melissa. (2024). What’s an innovation? Capitalising on disruptive innovation in higher education . Teachers and Teaching : Theory and Practice. 30(2), pp. 1-18. https://doi.org/10.1080/13540602.2024.2365141
When constellations align : What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts
Cain, Melissa, Burke, Katie and Nislev, Eva. (2024). When constellations align : What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts. British Educational Research Journal. 50(1), pp. 331-347. https://doi.org/10.1002/berj.3924
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific
Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. (2024). Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific. International Journal of Inclusive Education. pp. 1-21. https://doi.org/10.1080/13603116.2024.2303106
Building a bridge : LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond
Fanshawe, Melissa, Mandarakas, Monique, Cain, Melissa, Turner, Michelle, White, Marie, Oddoux, Marie, Angelier, Marc and Havgaard, Per. (2024). Building a bridge : LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond. In In Barton, Georgina and Garvis, Susanne (Ed.). Kinaesthetic learning in early childhood : Exploring theory and practice for educators pp. 113-136 Routledge. https://doi.org/10.4324/9781003268772-9
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
Fanshawe, Melissa, Barton, Georgina, Mandarakas, Monique, Cain, Melissa and Todd, Nicole. (2023). Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools. International Journal of Inclusive Education. pp. 1-17. https://doi.org/10.1080/13603116.2023.2265915
Stories found within higher education : Shifting professional identities of academics
Coleman, Kathryn, Cain, Melissa and Campbell, Chris. (2023). Stories found within higher education : Shifting professional identities of academics. In In Marsh-Davies, Katy and Burnett, Cathy (Ed.). Teachers and Teaching Post-COVID : Seizing Opportunities for Change pp. 1 Routledge. https://doi.org/10.4324/9781003352129-8
Participation principle
Cain, Melissa. (2023). Participation principle Australia: Jesuit Communications.
Teaching and learning in COVID-19 : Pandemic quilt storying
Ritchie, Jenny, Phillips, Louise G., Brock, Cynthia, Burke, Geraldine, Cain, Melissa, Campbell, Chris, Coleman, Kathryn, Davis, Susan and Joosai, Esther. (2023). Teaching and learning in COVID-19 : Pandemic quilt storying. International Review of Qualitative Research. pp. 1-20. https://doi.org/10.1177/19408447231169069
Barriers to physical activity for Australian students with vision impairment
Cain, Melissa, Fanshawe, Melissa, Armstrong, Ellen and Liebermn, Lauren. (2023). Barriers to physical activity for Australian students with vision impairment. International Journal of Disability, Development and Education. pp. 1-19. https://doi.org/10.1080/1034912X.2023.2232327
The role and place of mentorship for young people with blindness and low vision in educational contexts
Cain, Melissa, Blackstock, Danika Rhiannon, Fanshawe, Melissa, Sukhai, Mahadeo and Latour, Ainsley. (2023). The role and place of mentorship for young people with blindness and low vision in educational contexts. International Journal of Mentoring and Coaching in Education. 12(1), pp. 33-46. https://doi.org/10.1108/IJMCE-01-2022-0004
'Kindness and empathy beyond all else' : Challenges to professional identities of Higher Education teachers during COVID-19 times
Cain, Melissa, Campbell, Chris and Coleman, Kathryn. (2022). 'Kindness and empathy beyond all else' : Challenges to professional identities of Higher Education teachers during COVID-19 times. The Australian Educational Researcher. 50, p. 1233–1251. https://doi.org/10.1007/s13384-022-00552-1
More than tolerance : A call to ShiFt the Ableist Academy towards equity
Cain, Melissa and Fanshawe, Melissa. (2021). More than tolerance : A call to ShiFt the Ableist Academy towards equity. In Reimagining the Academy - Shifting towards Kindness, Connection, and an Ethics of Care pp. 119-134 Palgrave Macmillan (Springer Nature). https://doi.org/10.1007/978-3-030-75859-2_8
Found poems and imagery of physical and socialdis/connections in inclusive education during a pandemic
Cain, Melissa and Phillips, Louise. (2021). Found poems and imagery of physical and socialdis/connections in inclusive education during a pandemic. In In Lewis, Karin A., Banda, Kimberly, Briseno, Martha and Weber, Eric J. (Ed.). The Kaleidoscope of Lived CurriculaLearning Through a Confluence of Crises: 13th Annual Curriculum & Pedagogy Group 2021 Edited Collection pp. 109-125 Information Age Publishing.
The impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia and the Pacific
Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. (2021). The impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia and the Pacific. Journal of the South Pacific Educators in Vision Impairment. 14(1), pp. 33-49.
More than tolerance. A call shiFt the ableist Academy
Cain, Melissa and Fanshawe, Melissa. (2021). More than tolerance. A call shiFt the ableist Academy. In In Black, Alison L. and Dwyer, Rachael (Ed.). Reimagining the academy : ShiFting towards kindness, connection, and an ethics of care pp. 119-134 Palgrave Macmillan. https://doi.org/10.1007/978-3-030-75859-2
Surveying and resonating with teacher concernsduring COVID-19 pandemic
Phillips, Louise, Cain, Melissa, Ritchie, Jenny, Campbell, Chris, Davis, Susan, Brock, Cynthia, Burke, Geraldine, Coleman, Kathryn and Joosai, Esther. (2021). Surveying and resonating with teacher concernsduring COVID-19 pandemic. Teachers and Teaching: Theory and Practice. pp. 1-18. https://doi.org/10.1080/13540602.2021.1982691
‘Come willing to learn ’ : Experiences of parents advocating for their children with severe vision impairments in Australian mainstream education
Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. (2021). ‘Come willing to learn ’ : Experiences of parents advocating for their children with severe vision impairments in Australian mainstream education. International Journal of Inclusive Education. pp. 1-19. https://doi.org/10.1080/13603116.2021.1983879
Creating greater awareness and demonstration of the Australian Professional Standards for teachers in initial teacher education
Cain, M. and Campbell, Chris. (2021). Creating greater awareness and demonstration of the Australian Professional Standards for teachers in initial teacher education. Australian Journal of Teacher Education. 46(7), p. Article: 4. https://doi.org/10.14221/ajte.2021v46n7.4
Expectations for success : Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education
Cain, Melissa and Fanshawe, Melissa. (2021). Expectations for success : Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education. Australasian Journal of Educational Technology. 37(3), pp. 137-151. https://doi.org/10.14742/ajet.6449
From emotional crisis to empowerment : The journey of two mothers
Cain, Melissa and Fanshawe, Melissa. (2021). From emotional crisis to empowerment : The journey of two mothers. Infants and Young Children: an interdisciplinary journal of special care practices. 34(3), pp. 225-240. https://doi.org/10.1097/IYC.0000000000000194
Catering for specialized needs of students with vision impairment in mainstream classes : Listening to students’ voices for academic, physical and social inclusion
Cain, Melissa. (2020). Catering for specialized needs of students with vision impairment in mainstream classes : Listening to students’ voices for academic, physical and social inclusion. In In van Rensburg, Henriette and O'Neill, Shirley (Ed.). Inclusive theory and practice in special education pp. 192-211 IGI Global. https://doi.org/10.4018/978-1-7998-2901-0
Musical diversity in the classroom: Ingenuity and integrity in sound exploration
Cain, Melissa and Walden, Jennifer. (2019). Musical diversity in the classroom: Ingenuity and integrity in sound exploration. British Journal of Music Education. 36(1), pp. 5 - 19. https://doi.org/10.1017/S0265051718000116
Sharing stories and building resilience: Student preferences and processes of post-practicum interventions
Cain, Melissa, Le, Anh Hai and Billett, Stephen. (2019). Sharing stories and building resilience: Student preferences and processes of post-practicum interventions. In In S. Billett, J. Newton and G. Rogers and C. Noble (Ed.). Augmenting health and social care students’ clinical learning experiences pp. 27 - 53 Springer Nature. https://doi.org/10.1007/978-3-030-05560-8_2
Participatory music-making and well-being within immigrant cultural practice: Exploratory case studies in South East Queensland, Australia
Cain, Melissa, Istvandity, Lauren and Lakhani, Ali. (2019). Participatory music-making and well-being within immigrant cultural practice: Exploratory case studies in South East Queensland, Australia. Leisure Studies. https://doi.org/10.1080/02614367.2019.1581248
The community band experience in Singapore through two lenses: The local and the expatriate
Tan, Leonard and Cain, Melissa. (2018). The community band experience in Singapore through two lenses: The local and the expatriate. In In B.-L. Bartleet, M. Cain and D. Tolmie, A. Power and M. Shiobara (Ed.). Community music in Oceania: Many voices, one horizon pp. 221 - 241 University of Hawai'i Press.
Augmenting higher education students’ work experiences: preferred purposes and processes
Billett, Stephen, Cain, Melissa and Le, Anh H.. (2018). Augmenting higher education students’ work experiences: preferred purposes and processes. Studies in Higher Education. 43(7), pp. 1279 - 1294. https://doi.org/10.1080/03075079.2016.1250073
Art as transformative education: Starting the conversation
Cain, Melissa. (2018). Art as transformative education: Starting the conversation. Australian Art Education. 39(3), pp. 468 - 491.
Playing in the corridors of academia
Nislev, Eva and Cain, Melissa. (2018). Playing in the corridors of academia. In In A. Black and S. Garvis (Ed.). Lived experiences of women in academia: Metaphors, manifestos and memoir pp. 98 - 108 Routledge. https://doi.org/10.4324/9781315147444
Community music in the Asia Pacific: An introduction
Bartleet, Brydie-Leigh, Cain, Melissa, Tolmie, Diana, Power, Anne and Shiobara, Mari. (2018). Community music in the Asia Pacific: An introduction. In In B.-L. Bartleet, M. Cain and D. Tolmie, A. Power and M. Shiobara (Ed.). Community music in Oceania: Many voices, one horizon pp. 1 - 9 University of Hawai'i Press.
What does internationalisation or interculturalisation look like in the future in the higher education sector?
Hartwig, Kay, Barton, Georgina, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O’Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. (2017). What does internationalisation or interculturalisation look like in the future in the higher education sector? In In Barton, Georgina and Hartwig, Kay (Ed.). Professional learning in the work place for international students : Exploring theory and practice pp. 313-324 Springer. https://doi.org/10.1007/978-3-319-60058-1_18
“But it wouldn’t be me” : Exploring empathy and compassion for self and others through creative processes
Cain, Melissa. (2017). “But it wouldn’t be me” : Exploring empathy and compassion for self and others through creative processes. In In Barton, Georgina and Garvis, Susanne (Ed.). Compassion and empathy in educational contexts pp. 39-57 Palgrave Macmillan Ltd.. https://doi.org/10.1007/978-3-030-18925-9_3
“Practical experience is really important”: Perceptions of Chinese International students about the benefits of work integrated learning in their Australian Tourism and hospitality degrees
Sonnenschein, Katrine, Barker, Michelle, Hibbins, Raymond and Cain, Melissa. (2017). “Practical experience is really important”: Perceptions of Chinese International students about the benefits of work integrated learning in their Australian Tourism and hospitality degrees. In In G. Barton and K. Hartwig (Ed.). Professional learning in the work place for international students: Exploring theory and practice pp. 259 - 275 Springer International Publishing. https://doi.org/10.1007/978-3-319-60058-1_15
Work Placement for International Student Programmes (WISP): A model of effective practice
Barton, Georgina, Hartwig, Kay, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O'Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. (2017). Work Placement for International Student Programmes (WISP): A model of effective practice. In In G. Barton and K. Hartwig (Ed.). Professional Learning in the Work Place for International Students : Exploring Theory and Practice pp. 13 - 34 SpringerLink. https://doi.org/10.1007/978-3-319-60058-1_2
Short and long term outcomes for culturally and linguistically diverse (CALD) and at-risk communities in participatory music programs: a systematic review
Cain, Melissa, Lakhani, Ali and Istvandity, Lauren. (2016). Short and long term outcomes for culturally and linguistically diverse (CALD) and at-risk communities in participatory music programs: a systematic review. Arts and Health: An International Journal for Research, Policy and Practice. 8(2), pp. 105 - 124. https://doi.org/10.1080/17533015.2015.1027934
The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review
Henderson, Saras, Cain, Melissa, Istvandity, Lauren and Lakhani, Ali. (2016). The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review. Psychology of Music. 45(4), pp. 459 - 478. https://doi.org/10.1177/0305735616665910
Participants perceptions of fair and valid assessment in tertiary music education
Cain, Melissa. (2015). Participants perceptions of fair and valid assessment in tertiary music education. In In D. Lebler, G. Carey and S. D. Harrison (Ed.). Assessment in music education: From policy to practice pp. 87 - 106 Sprinter. https://doi.org/10.1007/978-3-319-10274-0_7
Musics of 'The Other': Creating musical identities and overcoming cultural boundaries in Australian music education
Cain, Melissa. (2015). Musics of 'The Other': Creating musical identities and overcoming cultural boundaries in Australian music education. British Journal of Music Education. 32(1), pp. 71 - 86. https://doi.org/10.1017/S0265051714000394
Assessment in music in the Australian context: The AiM Project
Cain, Melissa. (2015). Assessment in music in the Australian context: The AiM Project. In In D. Lebler, G. Carey and S. D. Harrison (Ed.). Assessment in music education: From policy to practice pp. 39 - 54 Springer. https://doi.org/10.1007/978-3-319-10274-0_4
International students' experience of practicum in teacher education: an exploration through internationalisation and professional socialisation
Barton, Georgina, Hartwig, Kay and Cain, Melissa. (2015). International students' experience of practicum in teacher education: an exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education. 40(8), pp. 149 - 163. https://doi.org/10.14221/ajte.2015v40n8.9
Celebrating musical diversity: Training culturally responsive music educators in multiracial Singapore
Cain, Melissa. (2015). Celebrating musical diversity: Training culturally responsive music educators in multiracial Singapore. International Journal of Music Education. 33(4), pp. 463 - 475. https://doi.org/10.1177/0255761415584295
Assessment in music: Consensus moderation of claims for learning outcomes in music courses
Lebler, Don, Harrison, Scott, Carey, Gemma and Cain, Melissa. (2013). Assessment in music: Consensus moderation of claims for learning outcomes in music courses. The CALTN Papers : The Refereed Proceedings of the Creative Arts Learning and Teaching Network Symposium 2013. Hobart, Australia: Tasmanian College of the Arts. pp. 91 - 114
Initiate, create, activate: Practical solutions for making culturally diverse music education a reality
Cain, Melissa, Lindblom, Shari and Walden, Jennifer. (2013). Initiate, create, activate: Practical solutions for making culturally diverse music education a reality. Australian Journal of Music Education.
A tale of three cities: Dreams and realities of cultural diversity in music education
Schippers, Huib and Cain, Melissa. (2010). A tale of three cities: Dreams and realities of cultural diversity in music education. In In J. Ballantyne and B. L. Bartleet (Ed.). Navigating music and sound education pp. 161 - 174 Cambridge Scholars Press.
Singapore international schools: Best practice in culturally diverse music education
Cain, Melissa. (2010). Singapore international schools: Best practice in culturally diverse music education. British Journal of Music Education. 27(2), pp. 111 - 125. https://doi.org/10.1017/S0265051710000033
Dabbling or deepening - Where to begin? Global music in international school elementary education
Cain, Melissa. (2005). Dabbling or deepening - Where to begin? Global music in international school elementary education. In In P. Shehan Campbell, J. Drummond and P.R. Dunbar-Hall, K. Howard, H. Schippers and T. Wiggins (Ed.). Cultural diversity in music education. Directions and challenges for the 21st century pp. 103 - 112 Australian Academic Press.