Empathy has been studied in composition since the 1960s, although it has not yet been adequately defined or theorized. Compositionists tend to employ the common definition of empathy as a feeling of identification with others using the familiar metaphor “walking in another’s shoes,” derived from the liberal-humanist therapeutic paradigm of Carl Rogers and Abraham Maslow, which assumes a universal and transparent human experience.
The purpose of this study is to develop a theoretical framework for empathy, answering the question: what is the function of empathy in the teaching of writing?
CHAPTER 1 THE FUNCTION OF EMPATHY IN COMPOSITION
- What Is Empathy?.
- Toward a Theoretical Framework: Empathy and bell hooks‟ Engaged Pedagogy..
- A Word about Methodology.
- The Form.
CHAPTER 2 EMPATHY IN COMPOSITION STUDIES: EMBRACED, IMPLIED,
- Empathy Embraced.
- Empathy Embraced in Classroom Practice…
- Empathy Embraced in Self-Disclosure
- Problems with Self-Disclosure
- Empathy Embraced in the Rogerian Argument
- Problems with Empathy in the Rogerian Argument
CHAPTER 3 EMPATHY IN OTHER FIELDS.
CHAPTER 4 A THEORY OF EMPATHY FOR COMPOSITION
CHAPTER 5 NEW DIRECTIONS FOR EMPATHY IN COMPOSITION STUDIES