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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION Empathy as alertness to empathize with the other person is a skill that can be developed in communication with the other person. According to Kaéani (1997), the main tool for understanding and empathy is that through empathy the experiences and various tensions of the other person come to mind in one’s own personality. Empathy as an acquired human ability is manifested primarily in interactions with the environment. Interactions in the school and classroom environment are specific interactions. Pupils enter a social group formally, so the nature of relationships requires long-term positive action from students, whether by teachers or peers. Doktorova (2015) defined empathy into three groups: a) empathy as a cognitive ability — in this sense, empathy is understood as the ability to take the perspective of another person, to look at the world through his eyes, but he can distinguish between himself and others. A cognitive process takes place that allows one to understand another person’s perception, emotions, motives and behaviour (Ford, 1979; Flavell, Bothing, Wright and Jarvis, 1968); b) empathy as the ability to decode signals — perception, understanding of facial expressions, posture, frequency of breathing when speaking, and tone of voice allows them to find out its emotional state. A man who can do this has a high degree of empathy (Ekman 1982; Nowicki, Duke, 1992); c) empathy as an affective reaction — a person responds to the emotional state of another individual by moving to the same mood, he responds as he does. The definition of empathy is closely related to mirror neurons, which are considered the centre of empathy (Ferrari and Gallese, 2007; Hoffman, 2000). As it is stated by the quoted author, empathy affects all aspects of the student’s personality. In his work, he states that empathy is the intersection of three variables: 1. cognitive component — the ability to look at the situation from the perspective of the other person; 2. emotional reaction — the emotions of the other person in us evoke changes (sometimes even partially) in the experience, we tend to participate in the state of the other person; 3. realizing that the emotions that have arisen in us are related to the other person. It requires acting on all components of the student’s personality in a systematic and responsible direction of the educational process. Creating space for practical empathy exercises is possible in two ways: +50 +
