Changing the Subject: Using First-Person Narratives in the College Classroom to Foster Self-Study, Well-Being, and Empathy

Autor/in	Friedman, Susan
Titel	Changing the Subject: Using First-Person Narratives in the College Classroom to Foster Self-Study, Well-Being, and Empathy
Quelle	In: CEA Forum, 36 (2007) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8034
Schlagwörter	Well Being; Empathy; Personal Narratives; College Students; College Faculty; Higher Education; College English; Classroom Environment; Teaching Experience; Teaching Methods; Teacher Student Relationship; Autobiographies; Self Evaluation (Individuals); Writing Instruction; Writing (Composition); English Teachers; Florida + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Empathie; Erlebniserzählung; Collegestudent; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Autobiography; Autobiografie; Autobiographie; Schreibunterricht; Schreibübung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy. (ERIC).
Anmerkungen	College English Association. Web site: http://www.cea-web.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01