{"id":2624,"date":"2023-02-02T11:31:46","date_gmt":"2023-02-02T02:31:46","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=2624"},"modified":"2023-05-23T15:35:00","modified_gmt":"2023-05-23T06:35:00","slug":"ustundag-algin_et_al","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/5_2\/ustundag-algin_et_al\/","title":{"rendered":"Leader-Ship as an Empathy-Based Sharing-Caring-Ship of Partnered Ethical-Ecological Teaching and Mentor Shipping"},"content":{"rendered":"\n

P\u0131nar \u00dcst\u00fcnda\u011f-Alg\u0131n, Ankara Y\u0131ld\u0131r\u0131m Beyaz\u0131t University<\/strong>
Hatice Karaaslan, Ankara Y\u0131ld\u0131r\u0131m Beyaz\u0131t University<\/strong>
Tim Murphey, Visiting Professor, Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies<\/strong><\/p>\n\n\n\n

\u00dcst\u00fcnda\u011f-Alg\u0131n, P., Karaaslan, H. & Murphey, T. (2022). Leader-Ship as an Empathy-Based Sharing-Caring-Ship of Partnered Ethical-Ecological Teaching and Mentor Shipping. Relay Journal, 5(2), 87-98. https:\/\/doi.org\/10.37237\/relay\/050203<\/a><\/p>\n\n\n\n

[Download paginated PDF version<\/a>]<\/p>\n\n\n\n

*This page reflects the original version of this document. Please see PDF for most recent and updated version.<\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

A sharing community cares for those involved and shares material and non-material caregiving and learning. We would like to propose that we as educators concentrate more of our efforts toward sharing, caring, and \u201cshipping\u201d (acting) rather than dominating, controlling, and testing. Below we recognize several authors, researchers, programs, and activities that have already started types of \u201cShare-Care-Shipping\u201d without naming it as such, and we offer our own examples as well. P\u0131nar and Hatice describe how they have inspired the caring actions of student-mentors at a university in Turkey who have developed into more helpful and caring people along with their peers. Tim has attempted to see how students in online classes in Japan during the last few years of the pandemic have been able to teach others (family and friends) important things they learned in class. He shares their case studies of caring-teaching stories.   <\/p>\n\n\n\n

Keywords:<\/em> leadershipping, partnering, sharing and caring, student mentorship, peer teaching<\/p>\n\n\n\n

Authors\u2019 Note<\/strong><\/p>\n\n\n\n

We hope you will play along with our putting \u201c-ing\u201d on the end of nouns that need to be seen as moving processes rather than fixed objects (Murphey, 2014). We would also like you to consider placing the teaching community into the caring communities (self-care, childcare, healthcare, nature-care, climate-care, community-care, and student-care\/caring). <\/em><\/p>\n\n\n\n

Anthropologist Riane Eisler (2000), in Tomorrow\u2019s Children,<\/em> makes a beautiful case for \u201cpartnering\u201d rather than dominating our students, children, mates and coworkers. Similarly, in our experience, we have playfully added \u201cship\u201d and \u201cshipping\u201d to match with the term \u201cleadership,\u201d which unfortunately has not yet been given the positive push of \u201cing-ing\u201d itself (Murphey, 2014) into a more active gerund as it should be, i.e., \u201cleadershipping\u201d (We will let readers determine the differences between \u201cleading\u201d and \u201cleadershipping\u201d).<\/p>\n\n\n\n

Eisler (1987) has captured well in her many books the domineering vs. partnering <\/em>model that humanity has long been dealing with. Throughout history, humans have mostly been domineering and occasionally partnering. Domineering often involves physical, social and psychological violence and can even dominate the dominator\u2019s mind. With the stress of these recent pandemic years, this tendency to dominate may have become even graver. But there have been times in humanity when partnering was more normal and accessible, especially when the female side of our species was able to lead and be more in control of governing issues. While males are usually the ones who wage war and females the ones who argue for peace, there have also of course been violent women and peaceful men in history. Anthropologists have shown us that peaceful times and customs happened on nearly every continent at different times in history (Eisler, 1987). <\/p>\n\n\n\n

A number of researchers have also reached the conclusion that caring connections with others are extremely important for our general health and well-being as well as the planet\u2019s (Anholt, 2020; Hamel & Zanini, 2020; Hari, 2018; Murthy, 2020; Paul, 2021; Pilling, 2014; Porath, 2016). In music, Jason Mraz\u2019s \u201cI\u2019m Yours\u201d captures the idea that we can give ourselves and our caring to others in just a 3-minute song. The authors, who themselves believe in the limitless potential lying at the heart of this sharing-caring-shipping, will be describing more integrated ways of getting students to engage in caring and sharing. Below we first introduce a project in Turkey and then one in Japan.   <\/p>\n\n\n\n

Student Mentorship Program at Ankara Y\u0131ld\u0131r\u0131m Beyaz\u0131t University (AYBU): Spreading Sharing and Caring (P\u0131nar and Hatice in Turkey)<\/strong><\/p>\n\n\n\n

The Student Mentorship Program (SMP) in Ankara Y\u0131ld\u0131r\u0131m Beyaz\u0131t University (AYBU) was planned as a broader application of a tiny program Hatice conducted from May to November 2021 with two of her advisees (one 1st-year student as the mentor and one pre-1st-year as the mentee). She guided them to engage in online peer mentoring on study skills, departmental courses, campus life and rules, course registrations and extracurricular activities. With the broader perspective of potentially expanding into a school-wide project, P\u0131nar joined the program as the second supervisor. As a proposal still in its piloting stage, the SMP in AYBU is intended to promote student well-being (Fredrickson & Branigan, 2005; Seligman, 2011) and contribute to a memorable campus experience with positive emotions in engaging spaces, strong relationships, purposeful and meaningful engagement and feelings of accomplishment. To this end, a student mentor\u2019s (SM\u2019s) job is to create, organize and run academic, social and cultural orientation and adaptation programs (and one-to-one mentoring sessions) that span the entire year for the new national and international students.<\/p>\n\n\n\n

SMP requirements include (1) being a full-time undergraduate or graduate student at AYBU, (2) having no prior disciplinary record, (3) being able to participate in the mentor training and (4) being able to participate in the AYBU General Orientation Program. Upon recruitment, candidates are trained to become certified SMs by the program supervisors on a range of topics including motivation and resilience, emotional awareness and regulation, support systems, effective communication and relationship building, mediation, problem-solving and proactive thinking, social inclusion and ethical issues, leadership, agency, event organization, reflective practice, mentorship and program rules and regulations (See Appendix A for a more detailed outline as to what is taught to the candidates and Appendix B for a sample task).<\/p>\n\n\n\n

This training content is aligned with the fundamentals of Social and Emotional Learning (SEL), which encourage learners to \u201cdevelop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.\u201d (CASEL, 2022, para. 1). Figure 1 displays a more detailed description of the five core areas of SEL competence. <\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

Figure 1. <\/em>SEL Competence Areas 
Note.<\/em> From Social and emotional learning (SEL) 101: Special edition building connections webinar, <\/em>by the Collaborative for Academic, Social, and Emotional Learning (CASEL), 2021, slide 11 (https:\/\/casel.org\/events\/social-and-emotional-learning-sel-101\/<\/a>). Copyright 2021 by the Collaborative for Academic, Social, and Emotional Learning.<\/p>\n\n\n\n

The procedures in the piloting stage include:<\/p>\n\n\n\n