Pedagogy, empathy and praxis: using theatrical traditions to teach

R. Ewing
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引用次数: 6

Abstract

Empathy is an attribute many aspire to possess in large quantities. We use the word often, usually in a positive way and assume others know and understand just what we mean. We take for granted that we have similar understandings of what ‘empathy’ is. But do we? Alison Grove O’Grady challenges us to deeply interrogate assumptions about empathy in her monograph Pedagogy, Empathy and Praxis. Using Theatrical Traditions to Teach. She offers a range of ways empathy has been defined and theorised, why it must be problematised and why it is particularly pertinent in an age of increasingly reductive curricula, surveillance and technical compliance. In six chapters the book includes an analysis of the many definitions of empathy. a literature review, the critical reasons why empathy can and should be taught; a rationale for a pedagogy of empathy using theatre traditions and discussions about praxis. Indeed, although the monograph was written prior to COVID-19, it is even more pertinent in the current global pandemic. Initially Grove O’Grady considers a range of definitions of empathy and highlights how multidimensional and complex the concept is. At its heart, empathy requires a shift from focusing on self to a deep understanding of ‘the other’. Both the positive and negative aspects of actioning this are discussed. In fact, as O’Grady asserts, empathy represents ‘a constellation of concepts’ that need to be activated in different ways for different purposes, be they strategic, global, historical, critical, professional or metaxic. Grove O’Grady’s quest in this monograph is clear: she explores whether empathy can be taught in professional contexts and her particular focus is pre-service teacher education. She considers how pre-service teacher education might be transformed and early career teachers better equipped to face the multiple challenges of teaching today through explicit attention to pedagogic empathy. She hypothesises from both a scholarly review of literature and her own research and experience that drama-rich strategies and experiences may foster the development of more socially just and inclusive relationships and a better understanding of identity and perspective in the diversity that comprises our worlds. The protection provided by taking on a fictional role enables participants to bring their own understandings and experiences to a particular case story, with permission to explore new possibilities using a range of strategies adapted from theatre. It is Grove O’Grady’s belief, embodied in and confirmed by her own research and practice, that rich stories and retelling, coupled with theatrical traditions and strategies reveal tensions beneath the surface, provoke deep questions about traditional knowledges, stereotypes and practices and enable pre-service and early career teachers to develop confidence and agency in asking ‘what if’ and ‘does it need to be this way’? Grove O’Grady provides several examples of her use of this approach including a professional learning workshop for history educators and a research huddle that closely interrogated the meaning of empathy.
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教学法、移情与实践:运用戏剧传统进行教学
同理心是许多人渴望大量拥有的一种特质。我们经常使用这个词,通常是用一种积极的方式,并假设别人知道并理解我们的意思。我们理所当然地认为,我们对“同理心”的理解是相似的。但我们有吗?艾莉森·格罗夫·奥格雷迪在她的专著《教育学、移情与实践》中挑战我们深入质疑关于移情的假设。利用戏剧传统进行教学。她提供了一系列定义和理论化移情的方式,为什么必须对其提出问题,以及为什么在课程日益减少、监控和技术合规的时代,移情尤为重要。在六个章节中,书中包括对移情的许多定义的分析。一篇文献综述,同理心可以而且应该被教授的关键原因;运用戏剧传统和实践讨论的移情教学法的基本原理。事实上,虽然这本专著是在COVID-19之前写的,但在当前的全球大流行中,它更具针对性。最初,格罗夫·奥格雷迪考虑了一系列同理心的定义,并强调了这个概念是多么的多维和复杂。同理心的核心要求从关注自我转向对“他人”的深刻理解。讨论了采取这一行动的积极和消极方面。事实上,正如奥格雷迪所断言的那样,同理心代表了“一系列概念”,这些概念需要以不同的方式被激活,以达到不同的目的,无论是战略性的、全球性的、历史性的、批判性的、专业性的还是meticic的。格罗夫·奥格雷迪在这本专著中的探索是明确的:她探讨了同理心是否可以在专业环境中教授,她特别关注的是职前教师教育。她考虑了职前教师教育如何转变,以及早期职业教师如何通过明确关注教学同理心来更好地应对当今教学的多重挑战。她通过对文献的学术回顾以及自己的研究和经验假设,富有戏剧性的策略和经验可能会促进社会公正和包容关系的发展,并更好地理解构成我们世界的多样性中的身份和观点。扮演虚构角色所提供的保护使参与者能够将自己的理解和经验带入特定的案例故事,并允许使用改编自戏剧的一系列策略来探索新的可能性。这是格罗夫·奥格雷迪的信念,体现在她自己的研究和实践中,并得到了证实,即丰富的故事和复述,加上戏剧传统和策略,揭示了表面之下的紧张关系,引发了对传统知识、刻板印象和实践的深刻质疑,并使职前和早期职业教师在问“如果”和“它需要这样吗?”时培养了信心和代理能力。格罗夫·奥格雷迪提供了她使用这种方法的几个例子,包括为历史教育者举办的专业学习研讨会,以及一个密切探讨同理心意义的研究小组。
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