Integrating Sipakatau, Sipakainge’, and Sipakalebbi Values into Empathy Training: A Narrative Literature Review

Nurul  Zakina; Abdul  Saman; Ahmad Yasser  Mansyur

doi:10.58230/ymm98227

Authors

Nurul Zakina Guidance and Counseling Study Program, Faculty of Education, Makassar State University, Makassar, Indonesia
Abdul Saman Guidance and Counseling Study Program, Faculty of Education, Makassar State University, Makassar, Indonesia
Ahmad Yasser Mansyur Psychology Study Program, Faculty of Psychology, Makassar State University, Makassar, Indonesia

DOI:

https://doi.org/10.58230/ymm98227

Keywords:

Empathy Training, Bugis-Makassar Culture, Multicultural Counseling

Abstract

This study synthesizes the literature to examine how Empathy Training techniques can be integrated and communicated through the Bugis-Makassar cultural values of Sipakatau, Sipakainge’, and Sipakalebbi in order to support culturally responsive counseling. It is motivated by the tendency of empathy training programs to be designed universally and to rarely include local cultural values explicitly. Its original contribution lies in a critical synthesis across the literature on empathy, peace education, and local wisdom, grounded in the peace education theory of Navarro-Castro and Nario-Galace (2019), rather than in repeating a four-stage framework that has already been published.

A narrative literature review with thematic synthesis. Sources were searched through Google Scholar and Portal Garuda using Indonesian and English keywords and were then selected according to the inclusion and exclusion criteria described in the Method section. The final corpus consisted of 26 sources (journal articles, proceedings, and books) on empathy, peace education, group counseling, and Bugis-Makassar cultural values.

The synthesis produced four findings. First, empathy is understood as a multidimensional construct that can be trained in a structured way. Second, the three values correspond conceptually to the components of empathy and the indicators of a peaceful personality; this correspondence is a theory-based interpretation by the authors, not an empirical test result. Third, cultural values are communicated through meaning framing, training methods, group interaction rules, and counselor modeling across the four training stages. Fourth, the empirical evidence remains limited: one small quasi-experimental study (n = 18) supports the cultural integration, but its design did not separate the contribution of culture from that of the technique.

Integrating local cultural values into Empathy Training is best understood as a process of communicating meaning rather than adding terms. The resulting framework is hypothetical and cannot yet support conclusions about the effectiveness of its cultural component. It can serve as a basis for multicultural counseling services and for a three-group experimental test in future research.

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