Empathy in Education
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Empathy in Education

Engagement, Values and Achievement
 Taschenbuch
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ISBN-13:
9780567551740
Einband:
Taschenbuch
Erscheinungsdatum:
28.03.2013
Seiten:
296
Autor:
Bridget Cooper
Gewicht:
438 g
Format:
233x157x22 mm
Sprache:
Englisch
Beschreibung:

A thorough exploration of the role empathy plays in learning throughout all levels of education and its crucial relationship to motivation, values development and achievement.
Introduction Part I: Empathy, Morality and Learning: A Historical Background 1. Empathy: An Historical Perspective 2. Empathy and Morality: The Relationship 3. The Nature and Significance of Empathy in Education Part II: New Understandings of Empathy in Learning Relationships and the Significance of Context 4. A New Classification of Empathy in Learning Relationships 5. The Benefits of Empathy in Teaching and Learning Relationships 6. Constraints on Empathy in Learning Relationships 7. Modeling Empathy and Values in the Classroom 8. Empathy and Students with Particular Needs: Transformative learning Part III: Wider Implications: Empathy Beyond the School 9. The Life-long Learner: Emotional Engagement as the Essence of Learning through the Life Course 10. Affect, Technology and Learning 11. Empathy in Management, Systems and Organizations 12. Wider Values and Creativity 13. Issues in the Education and Training of Professionals 14. Wider Implications and Future Work Bibliography Appendix Index
Empathy in Education discusses the role of empathy in learning throughout all levels of education and its crucial relationship to motivation, values development and achievement, impacting from the micro to the macro levels of society. Using initial research involving interviews with teachers and student teachers in many different contexts, from nursery to sixth form lessons along side neuroscience, psychology and educational research, the author considers the intrinsic nature of affect and empathic human relationships in learning. At a time when politicians are calling for personalized learning and the promotion of good citizenship but are still advocating an intensive, rigid curriculum, in large, one size fits all, classes, this study highlights the inherent contradictions in rhetoric and practice. Cooper offers a detailed study in empathy in teaching and learning which sheds light on the learning process in intricate detail and gives balance to the strong emphasis on mechanistic learning, curriculum and cognition which has dominated the last twenty years of learning theory and sets a foundation for future research into affective and moral issues in learning.