Shaping Changemakers Exploring Poverty and Empathy Through RealLives Simulation

RealLives Foundation in partnership with Chulalongkorn University’s School of Integrated Innovation

Workshop Focus : SDG 1 - No Poverty

SDG 1: No Poverty

The workshop focused on SDG 1: No Poverty, reinforcing the need for global solidarity in tackling systemic barriers to equality. Through the RealLives Simulation, we explored how poverty impacts individuals' lives from birth to death, fostering empathy and compassion among students.

1. Introduction

The RealLives Foundation successfully conducted an engaging and impactful workshop in collaboration with Chulalongkorn University’s School of Integrated Innovation, led by Prof. Sam Thanapornsangsuth, Ed.D. Over 100 enthusiastic students from diverse departments, including Innovation for Sustainable Development Goals, Profit with Purpose Business Strategies for Sustainability, and Design4Thailand, participated in this immersive experience.

2. Focus on Real World Challenges and Empathy

The workshop aimed to explore global poverty through the lens of empathy, a core value promoted by the RealLives Simulation. The focus was on Sustainable Development Goal 1: 'No Poverty'. Students were given the unique opportunity to step into the lives of individuals from some of the world's most impoverished regions, facing real-life challenges such as limited access to healthcare, food insecurity, and educational hurdles.

3. SDG 1: No Poverty

Despite everyone being born with the same intelligence and human capabilities, students experienced how poverty profoundly affects life outcomes. This message was emphasized during the simulation, showcasing how systemic barriers limit opportunities. The session began with an introduction to the RealLives Simulation and SDG 1: No Poverty, laying a strong foundation for the participants.

4. Activities During the Workshop

Throughout the five-hour-long session, which extended from the planned four hours due to the students' engagement, they lived through the simulated lives of their characters. The simulation allowed them to make decisions affecting their characters' trajectories, highlighting the socioeconomic barriers faced by millions globally.

5. Reflective Letter Writing and Empathy Map

Following the simulation, a reflective letter-writing activity deepened the students' connection and empathy for their characters. Students wrote personal letters to their simulated characters, reflecting on the struggles and decisions made in the context of poverty. The Empathy Map Canvas activity further enhanced this understanding, allowing groups to analyze their characters' thoughts, feelings, and experiences.

6. The Tool Used for Capturing Learning from the Workshop

The Empathy Map Canvas is a structured tool designed to help individuals, in this case students, understand and connect with the thoughts, feelings, actions, and environment of a particular character or persona. This tool breaks down complex human experiences into easily understandable components, enabling a deep dive into another person’s life and experiences. The canvas is divided into the following sections:

• Who are we empathizing with?

This section encourages students to clearly define the character or person they are trying to empathize with. By outlining the individual’s situation and role, students focus on the context that shapes this person's life.

• What do they need to do?

This section asks students to consider the specific goals, actions, or tasks that the character needs to achieve. This can include survival strategies, securing resources, or overcoming specific challenges.

• What do they see?

It challenges students to step into the character's shoes and understand what the person sees in their immediate environment, including societal and market influences. This helps students grasp the visual and social cues that impact the character's life.

• What do they say?

This section focuses on the character’s words, which can reveal emotional struggles, hopes, or beliefs. By reflecting on what the character says, students understand how the person communicates their thoughts and challenges.

• What do they do?

Here, students analyze the character's daily behaviors and activities. This helps them identify how poverty, social issues, or other barriers shape the person's actions and decisions.

• What do they hear?

It encourages students to explore external influences such as community conversations, media, or societal expectations. Understanding what the character hears helps in grasping the broader context of how information affects their decisions and worldview.

• What do they think and feel?

The most critical aspect of the canvas, this section dives into the character’s internal world, exploring their fears, frustrations, hopes, and desires. By understanding their pain points (PAINS) and dreams (GAINS), students can deeply empathize with the emotional state of the person they are studying.

The Empathy Map Canvas is a powerful tool that fosters emotional intelligence, encourages critical thinking, and inspires students to act as changemakers by developing a deeper understanding of the challenges faced by people in diverse and difficult circumstances. It helps them transition from passive observers to active problem-solvers who are equipped to contribute meaningfully to their communities and the world at large.

7. Facilitation and Presentations

The workshop was jointly facilitated by Dr. Parag Mankeekar, Founder of RealLives Foundation, and Prof. Sawaros, creating an atmosphere of profound learning and reflection. The workshop concluded with group presentations where students shared their empathy maps, highlighting how poverty influenced their characters’ life choices and emotional responses.

8. Partnership and Conclusion

The collaboration between Dr. Parag Mankeekar and Prof. Sawaros, first initiated during the Times Higher Education - Conference on Sustainability Education in Bangkok in June 2024, proved to be a powerful partnership. This workshop exemplified the impact of immersive learning in nurturing global citizenship, equipping students with the knowledge and emotional intelligence needed to address the Sustainable Development Goals.

9. Concluding comments from Prof. Sawaros Thanapornsangsuth

Prof. Sawaros spoke passionately about the importance of empathy in education. She highlights how RealLives Simulation plays a crucial role in building emotional intelligence among students, allowing them to understand the challenges faced by individuals in impoverished regions. Prof. Sawaros emphasizes that education should not only focus on academic learning but also on fostering empathy and compassion to create future leaders who are equipped to address global challenges like poverty. 

ANNEX I : Workshop Photos

ANNEX II: Empathy Map Canvas Exercise Example

The empathy canvas presented here represents a character named Anthony Taylor, born into a family of three, classified among the bottom 10% in terms of economic status. Below is the analysis based on the sections of the canvas.

1. Who are we empathizing with?

Anthony Taylor is part of a family of three. His family struggles with financial difficulties and health challenges, as his mother is cured of schizophrenia. He is categorized among the bottom 10% economically, which signifies limited resources.

2. What do they need to do?

Anthony's family needs to find new jobs and pursue higher education to secure better opportunities. They must take on serious efforts to improve their financial situation and focus on education to access higher wages.

3. What do they see?

The family witnesses continuous struggles and challenges in their surroundings. They also observe that others seem to be advancing, while they remain stuck, exacerbating the sense of inequality.

4. What do they say?

The family likely expresses their prayers and wishes for help and support, revealing a feeling of desperation.

5. What do they do?

Anthony's mother works as a handicraft worker, while his father, although currently unemployed, is pursuing college education. The family also manages the medical expenses for his mother's treatment. They take on multiple roles to survive.

6. What do they hear?

They hear about the difficulties and struggles that others face, reinforcing their understanding of poverty and adversity.

7. What do they think and feel?

The family feels hopeless and discouraged due to their health and economic issues. However, they hold on to the hope that financial support will help them improve their quality of life.

Overall, this empathy canvas portrays the intersection of health and financial crises in the life of Anthony Taylor and his family. Despite overwhelming challenges, they cling to hope for financial relief and a better future. The resilience of this family reflects the emotional and practical realities faced by many in poverty.