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Littérature scientifique sur le sujet « Empathy in teaching »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Empathy in teaching"

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Osadcha, Elena. "Empathic Communication in the Process of Teaching English." International Letters of Social and Humanistic Sciences 58 (September 2015): 117–22. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.117.

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The aim of this study is to analyze the ways empathy influences the effectiveness of the process of teaching English. The problem of empathic communication in the educational process is considered. The genesis of the concept of empathy is traced in behaviorism, psychoanalysis and in humanistic psychology. The aspects of empathy are distinguished and characteristics of the empathic process are determined. The role of empathy in the educational process and in the teacher’s behaviour is described. The significance of empathy in intercultural communication of English learners is assessed.

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Philips, Amy. "Empathy in teaching staff across educational settings." Psychology of Education Review 44, no. 2 (2020): 89–94. http://dx.doi.org/10.53841/bpsper.2020.44.2.89.

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Empathy is an important social function which aids understanding and communication. Previous studies have shown that individual differences in empathy level can be found in the general population, and that empathy differs between individuals from different STEM/Non-STEM professions. Little was known regarding teacher empathy. This paper explores levels of empathy across three groups: mainstream teachers, non-mainstream teachers (e.g. from special schools) and the general population (as a control). Self-reported empathy (EQ) scores were higher for teachers than the general population, while tea

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Shushok, Frank. "On Teaching Empathy." About Campus 20, no. 3 (2015): 2. http://dx.doi.org/10.1002/abc.21191.

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VanCleave, Diane S. "Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training." Advances in Social Work 17, no. 2 (2017): 369–89. http://dx.doi.org/10.18060/21087.

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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an emp

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Biewald, Mollie. "Trying: On Teaching Empathy." Journal of Graduate Medical Education 13, no. 5 (2021): 727–28. http://dx.doi.org/10.4300/jgme-d-21-00417.1.

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Armstrong, Craig E. "Teaching Innovation Through Empathy." Management Teaching Review 1, no. 3 (2016): 164–69. http://dx.doi.org/10.1177/2379298116636641.

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Griffin, John W. "Teaching and learning empathy." Nature Clinical Practice Neurology 2, no. 10 (2006): 517. http://dx.doi.org/10.1038/ncpneuro0301.

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Hewitt, Claudette, Matthew Beech, Oliver Watson, and Bavidra Kulendrarajah. "Teaching empathy with literature." Medical Teacher 41, no. 7 (2018): 845. http://dx.doi.org/10.1080/0142159x.2018.1529410.

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Burcher, Paul. "Beyond Empathy: Teaching Alterity." Canadian Journal of Bioethics 1, no. 2 (2019): 18–21. http://dx.doi.org/10.7202/1058265ar.

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Jordan, Judith V., and Harriet L. Schwartz. "Radical Empathy in Teaching." New Directions for Teaching and Learning 2018, no. 153 (2018): 25–35. http://dx.doi.org/10.1002/tl.20278.

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Thèses sur le sujet "Empathy in teaching"

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McCarthy, Noviski Krista Lynne. "Empathy in Medicine: What is the Lived Experience of Teaching Empathy in Medical Education?" University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588620779984618.

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Read, Nicole Elizabeth. "The Adolescence of France: Teaching for Historical Empathy." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1241050971.

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Cunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.

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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and prac

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Geschier, Sofie M. M. A. "The empathy imperative : primary narratives in South African history teaching." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8175.

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Includes abstract.<br>Includes bibliographical references (p. 229-240).<br>National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this â€˜never againâ€™ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as

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Kwok, Hiu-lam, and 郭曉琳. "The effects of schooling on empathy toward animals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198862.

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In Hong Kong’s schools, it is common to see meat-based lunches and snacks, photos of captive sea creatures in textbooks, dissection of animals in Science class, meat, dairy, eggs, wool in Home Economics class, animal-tested products in washrooms and so on. Schools seem to have (un)intentionally encouraged young learners’ ignorance of animal natures and ‘presumption of superiority’ over non-human animals. However, schooling may have increased the ‘moral debt’ to only some, instead of all, animals. If empathy can be considered a skill, does exposure to education ‘upskill’ or ‘deskill’ youth i

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Heger, Amy. "Empowering Teachers Through Empathy to Decrease Special Education Referral Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5876.

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As mandated in Maryland public schools, principals cannot suspend students for infractions coded in the categories of disrespect and insubordination. To manage these behaviors, teachers need effective supports from educational leaders. The purpose of this case study was to explore a possible relationship between administrative supports and special education office referrals for disrespect and insubordination at a rural East Coast 8-12 school. The administration provided differentiated professional development by offering options that would meet the varied needs of teachers for classroom manage

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Fairlamb, Linda. "An investigation into the use of empathy in the teaching of English literature at Key Stage Three." Thesis, n.p, 2001. http://oro.open.ac.uk/18809.

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Higgins, Heather Marie. "Empathy training and stress : their role in medical students' responses to emotional patients." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30612.

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This study investigated the effects of empathy training on medical students' responses to emotionally intense situations. It also explored the interaction between empathy and stress. Thirteen volunteers from a second-year medical class completed the study which utilized a two-factor crossover design. In the first of three testing situations, each subject participated in a 15-minute videotaped interview with an actor who portrayed an angry, fearful, or grieving patient. Each medical student then completed measures of empathic understanding and perceived stress regarding the encounter, as well a

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O'Mara, Joanne. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365984.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus

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Ciamarra, Daniel J. "Speaking Up: Using a Pedagogy of Love to Debunk Technical Teaching and Learning Practices." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311818956.

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Livres sur le sujet "Empathy in teaching"

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Foster, Adriana E., and Zimri S. Yaseen, eds. Teaching Empathy in Healthcare. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29876-0.

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North Carolina. Department of Public Instruction and Film Clips Spirit of America, eds. Character education: Episode 6 : Forgiveness, vision, empathy. Film Clips Spirit of America, 2007.

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Farkas, Rhonda Dawn. How to teach the Holocaust to middle school students: Increasing empathy through multi-sensory education. The Edwin Mellen Press, 2007.

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Stettberger, Herbert. Empathische Bibeldidaktik: Eine interdisziplinäre Studie zum perspektiveninduzierten Lernen mit und von der Bibel. Lit, 2012.

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Dixon, Dorothy Arnett. Teaching young children to care: 37 activities for developing concern for others. Twenty-Third Publications, 1990.

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Judith, Harries, ed. Using the empathy dolls approach: Developing emotional awareness in early years settings. A&C Black, 2009.

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Frost, Carol A. An investigation into differences in levels of empathy shown by students undertaking a "counselling psychology" module to perceived "in" and "out" group clients using a simulation exercise. School of Continuing Studies, The University of Birmingham, 1998.

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ill, Gulliver Amanda, ed. No difference between us: Teaching children about gender equality, respectful relationships, feelings, choice, self-esteem, empathy, tolerance, and acceptance. UpLoad Publishing Pty Limited, 2017.

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Weber, Barbara. Philosophieren mit Kindern zum Thema Menschenrechte: Vernunft und Mitgefühl als Grundvoraussetzungen einer demokratischen Dialogkultur. Verlag Karl Alber, 2013.

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Chin, Sŏn-hŭi. In'gan ŭi yŏngsŏng ŭl ilkkaeunŭn munhak kwa sarang ŭi kyoyukhak. Yŏngnak, 2018.

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Chapitres de livres sur le sujet "Empathy in teaching"

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Parson, Laura. "Teaching Empathy." In Understanding and Supporting College Students with Empathy. Routledge, 2025. https://doi.org/10.4324/9781003415923-8.

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Henshon, Suzanna E. "How Can You Maintain Empathy in Your Classroom?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-6.

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Henshon, Suzanna E. "Introduction." In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-1.

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Henshon, Suzanna E. "How Does Emotional Intelligence Relate to Empathy?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-5.

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Henshon, Suzanna E. "Conclusion." In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-10.

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Henshon, Suzanna E. "How Can You Use Technology to Promote Empathy?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-8.

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Henshon, Suzanna E. "How Can You Teach Empathy?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-4.

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Henshon, Suzanna E. "How Can You Lead a Schoolwide Empathy Initiative?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-9.

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Henshon, Suzanna E. "How Can You Create an Empathetic Classroom?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-3.

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Henshon, Suzanna E. "How Can Students Give Back to Society?" In Teaching Empathy. Routledge, 2021. http://dx.doi.org/10.4324/9781003238621-7.

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Actes de conférences sur le sujet "Empathy in teaching"

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Dyavappanavar, Sanjana, Radhika Amashi, and Vijayalakshmi M. "A Computational Approach to Classify Empathy Expressed in Text-Based Student Reflections." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834340.

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Putnam, Cynthia, Maria Dahman, Emma Rose, Jinghui Cheng, and Glenn Bradford. "Teaching Accessibility, Learning Empathy." In the 17th International ACM SIGACCESS Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2700648.2811365.

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Wiebe, Michelle. "Teaching Empathy for Effective Design." In Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0033.

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Sosa, Ricardo. "Teaching (with) Empathy and Creativity in Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01006.

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Sosa, Ricardo. "Teaching (with) Empathy and Creativity in Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.08006.

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Bigman, Maxwell, and John C. Mitchell. "Teaching Online in 2020: Experiments, Empathy, Discovery." In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234318.

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Wu, Siew-Rong. "Humor and Empathy: Developing Students' Empathy through Teaching Robots to Tell English Jokes." In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.27.

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Min Chang, Ssu, and Johan Chang. "Categorizing Empathy Traits." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003958.

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During the university stage, students can be exposed to non-major skills and knowledge in a safe learning environment and experience interdisciplinary teamwork. However, interpersonal relationships, internal team attitudes, and other factors can hinder knowledge sharing and learning experiences. Empathy can help teams handle crises in such situations. Empathy, as a personal trait, is often studied by categorizing individuals into "high-level" and "low-level" types. In recent years, some scholars have defined empathy types based on four dimensions: empathic concern (EC), personal distress (PD),

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Azeyadi, Safi, and Zahraa Ali. "Exploring the Empathy-Burnout Connection among Nurses: Working at Teaching Hospitals." In 5th International Conference on Biomedical and Health Sciences. Cihan University-Erbil, 2024. http://dx.doi.org/10.24086/biohs2024/paper.1311.

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A descriptive correlation design was used in the present study during the specified time period. From September 26, 2022, to June 14, 2023, there will be an assessment conducted to determine the levels of empathy and burnout and to discover the connection between empathy and burnout. A purposive (non- probability) sample of 180 nurses was recruited in the current study and selected from four teaching hospitals in Kerbala city according to specific criteria. A pilot study is conducted to assess the reliability of the questionnaires, and a panel of 17 experts is utilized to establish the content

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Wenxue, Ye. "College English Translation Teaching Strategies under the Empathy Perspective." In 2015 International Conference on Social Science and Technology Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.168.

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Rapports d'organisations sur le sujet "Empathy in teaching"

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Robertson, Kirsty, Sarah E. K. Smith, Heather Anderson, and Sandra Dyck, eds. The Air of the Now and Gone. Carleton University Art Gallery, 2025. https://doi.org/10.5206/qdxl8623.

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This publication accompanies the 2025 exhibition The Air of the Now and Gone, curated by Kirsty Robertson and Sarah E.K. Smith. They ask: in the face of the “wicked problem” of climate change, which precludes easy solutions, how can we move forward? How can we address a crisis that prompts apathy and disconnect? In their introductory essay, Robertson and Smith discuss the works of the artists, who refuse detachment and simultaneously complicate idealism. Like the artists, the curators seek to encourage diverse responses to the realities of climate change, moving beyond apathy and despair to en

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