Parattukudi, A., & Melville, W. (2019). Understanding the phenomenon: A comparative study of compassion of the West and karuna of the East. Asian Philosophy, 29(1), 1–19 undertakes a historical, etymological, and philosophical exploration of the terms, compassion and karuna (an Eastern equivalent of compassion). The article will include a short literature review of these concepts and an investigation of the differences and similarities between them. The concluding speculation is that the Western perspective on compassion is founded on an individualistic, self-centered vision, and the karuna of the East is founded on a communitarian, non-self-based vision.

Parattukudi, A. (2019). Enacting the educational world in compassion: A reflection and positioning of how to teach and learn the art of compassion. Journal of the International Society for Teacher Education (JISTE), 23(2), 37–52 explores teaching and learning of compassion in educational institutions following the theory of enaction proposed by Varela, Thompson, and Rosch (2016). A new model of teaching and learning of compassion, namely, the enactive modelling through non-egocentric responsiveness-embedded stories is suggested through the paper. The study utilizes the multimodal discourse analysis methodology for the investigation of the proposed model. 

Parattukudi, A. (2019). A case for the language of the first-person plural in classroom activities for the sake of community and compassion. Papers of Canadian International Conference on Humanities & Social Sciences 2019, 35–41 proposes a linguistic practice of the first-person plural(inclusive) as a way to build a sense of community and compassion in classrooms. As linguistic researchers suggest, the way we speak can influence the way we think and experience reality. A semantic shift from focusing on the I to the We (inclusive) can create a phenomenological shift from the self-centred interpretation of reality into a non-self-centred interpretation of reality, especially suffering.