Definitions of empathy according to psychoanalysis, cognitive psychology, and humanistic psychology are discussed. A model of empathy that involves physiological, kinesthetic, affective, motivational, and cognitive components is presented. These components should be considered in the teaching of empathy. Such teaching should help individuals develop concepts of the world, the human being, and nature, and establish a positive self-image. Several studies relating to empathy are described. In a study of elementary and secondary school students in Helsinki, Finland, students who participated in an in-school empathy instruction campaign showed increased emotional receptiveness and decreased denial of emotion after the campaign. Other studies discussed examined: (1) the relation between empathy and self-esteem and substance use among elementary and secondary school students; (2) the social behavior of day care children; (3) the effects of an empathy instruction campaign on the development of empathy in preschoolers; and (4) the effect of music education on the empathy of 6-year-old children. Means of teaching empathy throughout the human lifespan, and actions that promote empathy and prosocial behavior, are listed. A 17-item reference list is provided. (BC)