The Sociological Role of Empathy in the Classroom

Autor/inn/en	Wynn, Colleen E.; Ziff, Elizabeth; Snyder, Allison H.; Schmidt, Kamryn T.; Hill, Lauryn L.
Titel	The Sociological Role of Empathy in the Classroom
Quelle	In: Teaching Sociology, 51 (2023) 2, S.181-192 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wynn, Colleen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X221123338
Schlagwörter	Sociology; Empathy; COVID-19; Pandemics; College Faculty; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Soziologie; Empathie; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teaching during a global pandemic has prompted many discussions about how faculty can best support students and create classrooms where deep learning and engagement occur. In this conversation, we argue there is a role for empathy in college classrooms. We present data from interviews with faculty at a small, Midwestern, teaching-focused university during the fall of 2020. We map these perspectives onto the empathy paths framework and suggest that the therapeutic and instrumental paths are most useful for understanding empathy in the classroom. We also discuss why it is important for faculty to think about empathy and the role sociology can play in these conversations. Finally, we present a series of empathetic practices individual faculty can incorporate into their pedagogy and structural supports that departments and universities can provide to help faculty engage in empathetic practices in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01