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Despite the positive outcomes, The Philosophy of Empathy emphasizes that empathy is deeply connected to morality, which helps us understand that developing empathy in teachers is challenging. Learning by teaching is one method used to teach empathy. [185] Research also found that it is difficult to develop empathy in trainee teachers. [201]
Colleague Michael Katz described Noddings as "one of the most efficient people" he knows, a "consummate teacher–scholar," who lives according to the "do it now" philosophy and "never lets her status as a famous scholar and lecturer and author interfere with treating everyone with the same kindness, thoughtfulness, and consideration that she would expect people to show her, regardless of her ...
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
There is an impressive history of research suggesting that empathy, when activated, causes people to act in ways to benefit the other, such as receiving electric shocks for the other. [17] These findings have often been interpreted in terms of empathy causing increased altruistic motivation, which in turn causes helping behavior.
[1] [2] Rogers is regarded as the founder of humanistic psychology [3] and devoted much of his efforts toward applying the results of his psychological research to person-centered teaching where empathy, caring about students, and genuineness on the part of the learning facilitator were found to be the key traits of the most effective teachers ...
This experience of empathy is important in the phenomenological account of intersubjectivity. In phenomenology, intersubjectivity constitutes objectivity (i.e., what one experiences as objective is experienced as being intersubjectively available – available to all other subjects.
Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. [1] Its philosophy, which is also identified as holistic learning theory, [2] is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as ...
He is particularly noted for his investigations of the concept of empathy as a fundamental principle of the theory of art. [3] He proposed that experiencing a work of art with empathy has two variations: "proper empathy" ( eigentliche Einfühlung ) and "empathy of mood" ( Stimmungseinfühlung ). [ 4 ]