The teaching of history through empathy: a proposal in three dimensions
This work proposes researchers and trainers to reflect on the use of the concept of empathy and its applications in the educational field, which is applicable to various educational contexts, both from basic levels to advanced studies. There are three dimensions of empathy with which it is proposed...
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| Hlavní autoři: | , |
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| Médium: | Online |
| Jazyk: | španělština |
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Universidad de El Salvador. Facultad Multidisciplinaria Oriental
2022
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| Témata: | |
| On-line přístup: | https://revistas.ues.edu.sv/index.php/conjsociologicas/article/view/2203 |
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| Shrnutí: | This work proposes researchers and trainers to reflect on the use of the concept of empathy and its applications in the educational field, which is applicable to various educational contexts, both from basic levels to advanced studies. There are three dimensions of empathy with which it is proposed to address the disciplinary and pedagogical needs of history, as well as the socio-emotional challenges in the classroom. It starts from the proposals of Almansa, Pina Maseguer, and Carril Merino who consider empathy as a key to the acquisition of a historical conscience (empathy as an aptitude). For their part, Cruz, and Pizarro, as well as Castillo Labrin, Sáiz Serrano and Hernández Nacar propose strategies that use audiovisual and interactive material to generate experiential empathy (empathy as a didactic strategy). Finally, Fernandez-Pinto, Carril Sánchez, as well as San Pedro and López, consider empathy as a battering ram against intolerance in educational environments (empathy as an attitude). Finally, it is proposed to concatenate these three dimensions on empathy, which are not mutually exclusive. A hybridization is then proposed where empathy is adopted multimodally in the classroom by the teacher. As a result, a dialogue is established on the uses of empathy and its convergence in teaching, to achieve the learning and human formation objectives of university education. Meeting this need results from the challenges imposed by the global health contingency situation, which has led both instructors and students to experience stress and academic overload |
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