[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597813-105":59,"doc-detail-597813-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-cea-forum-special-section-empathy-and-ethics-changing-the-subject","The CEA Forum - Special Section - Empathy and Ethics - Changing the Subject","","Changing the Subject explores how using first-person narratives in the college classroom can support self-study, well-being, and empathy. Drawing on Michel Foucault’s ideas about self-writing and internalized surveillance, the essay explains how teachers and students may perform their roles as if watched by an “other.” It argues that autobiographical practice can make writers aware of their subjectivity and the teacher’s role as audience. The discussion then connects these claims to bell hooks’ engaged pedagogy and mindfulness-oriented, ethically grounded teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-special-section-empathy-and-ethics-changing-the-subject/597813/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-special-section-empathy-and-ethics-changing-the-subject/597813.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does self-writing relate to internalized surveillance in the classroom?","Question",{"text":112,"@type":113},"The essay argues that self-writing can lead the writer to act and think as if under surveillance, producing an internalized shared space with an imagined “other.” This mindset can shape how students and teachers perform their roles, even outside public scrutiny.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are first-person narratives considered helpful for empathy and well-being?",{"text":117,"@type":113},"First-person writing fosters attention to subjectivity and ethical behavior in both teacher and student. The essay also claims self-reflective personal writing improves well-being and can teach empathy for the other.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does engaged pedagogy play in the argument?",{"text":121,"@type":113},"The text connects its approach to bell hooks’ engaged pedagogy, which emphasizes well-being, praxis, and the whole human being. It highlights the need for teachers’ self-actualization and for classroom conditions that support freedom in student expression.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597813,1792212486,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2007: 36.1  \nSPECIAL SECTION: EMPATHY AND ETHICS  \nCHANGING THE SUBJECT:  \nUSING FIRST-PERSON NARRATIVES IN THE COLLEGE CLASSROOM TO FOSTER SELF-STUDY, WELL-BEING, AND EMPATHY  \nSusan Friedman  \n“To write is thus to ‘show oneself,' make oneself seen, make one's face appear before the other [   ] one opens oneself to the gaze of others and one puts the other in the place of an internal god”(Foucault,“Writing the Self” 243) .  \nFrench historian Michel Foucault believes that, in addition to empowering the writer, autobiography can form the subject who examines how she is subjected to and how she is a subject of her thoughts and actions; in fact, Foucault indicates that regular self-writing actually changes the writing subject. For, just as the public self prepares a face to meet the faces that it meets, the autobiographical subject is likely to be influenced, consciously or otherwise, by her perception of how she will be perceived morally and ethically by her (internalized) reader. Therefore, the self-writer begins to act and think as if she were being watched by others, a self-censoring mechanism reminiscent of Bentham's Panopticon, the focal image in Foucault's Discipline and Punish. [ 1] According to Foucault, even when the subject is not subjected to public scrutiny, such as when she is engaged in self-writing, she performs as if her thoughts and actions were under surveillance, henceforth producing an internalized space shared with an imagined “other” that Foucault deems “an internal god”(“Writing the Self” 243) .  \nAccordingly, I have found Foucault's discussion of the effects of surveillance on the writing subject useful for  \nexamining the teacher-student relationship commonly engendered in the English classroom. For example, in the public space of the classroom, faculty offices, the library, or even casual interactions anywhere in the college community, the teacher and student perform their roles knowing they are being watched. Likewise, when they are not publicly performing their respective roles, the teacher and student may continue to perform for eachother as if their thoughts and actions were under surveillance by the other. [2] Besides the direct assimilation of the gaze of the other in teacher-student relations, there are additional factors affecting how the subject internalizes the gaze of the other, such as expectations from either the teacher's or the student's peer group, the influence of former teacher-student relationships, and the subject's vision of herself as a teacher or student. In addition, in the English classroom, where student writing is often specifically intended for the teacher's eyes,[3] the internalized gaze of the other can and often will directly and visibly affect teacher-student relations. I believe this effect is magnified and compounded when self-writing is incorporated in English classroom pedagogy in that it makes the self-writing subject aware of and responsible for her subjectivity, and aware of, and reliant upon the teacher's role as audience.  \nI have found through my own teaching experience that incorporating autobiographical texts and self-writing into my pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. My pedagogical practices are greatly influenced by progressive, feminist and psychoanalytical pedagogies that I believe fall under the auspices of what feminist pedagogue bell hooks terms “engaged pedagogy.” In this essay, I will show why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is my intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.  \nEngaged Pedagogy: Mindfulness in the C","cbCaikt2QY9XtVLj","https://ap.wps.com/l/cbCaikt2QY9XtVLj","pdf",75398,14,"English","# Special Section: Empathy and Ethics\n## Changing the Subject\n## Using First-Person Narratives in the College Classroom","[{\"question\":\"How does self-writing relate to internalized surveillance in the classroom?\",\"answer\":\"The essay argues that self-writing can lead the writer to act and think as if under surveillance, producing an internalized shared space with an imagined “other.” This mindset can shape how students and teachers perform their roles, even outside public scrutiny.\"},{\"question\":\"Why are first-person narratives considered helpful for empathy and well-being?\",\"answer\":\"First-person writing fosters attention to subjectivity and ethical behavior in both teacher and student. The essay also claims self-reflective personal writing improves well-being and can teach empathy for the other.\"},{\"question\":\"What role does engaged pedagogy play in the argument?\",\"answer\":\"The text connects its approach to bell hooks’ engaged pedagogy, which emphasizes well-being, praxis, and the whole human being. It highlights the need for teachers’ self-actualization and for classroom conditions that support freedom in student expression.\"}]","The CEA Forum - Special Section - Empathy and Ethics - Changing the Subject | PDF",1792085751,22]