https://doi.org/10.59132/viz/2018/3-4/10-16
Povzetek
Empatija ne igra ključne vloge samo pri socialnih interakcijah in moralnem razvoju, temveč je pomembna sestavina socialnih, čustvenih in medkulturnih kompetenc ter kot taka pomembno prispeva k izgradnji pozitivne in vključujoče razredne klime. Empatija vključuje spoznavne (npr. prevzemanje perspektive drugega) in čustvene komponente (občutenje čustva drugega ob prepoznavi, da vir čustvovanja ni lasten). Povezuje se s številnimi pozitivnimi učinki na odnose in vedenje, medtem ko se pomanjkanje le-te povezuje s številnimi negativnimi učinki (npr. z agresivnostjo). Pomemben podatek je, da lahko empatijo s treningi empatije zvišamo in da so ti treningi učinkovitejši, ko so pridruženi celostnemu razvoju socialno- emocionalnih kompetenc. Razvijanje socialno-emocionalnih kompetenc učencev in učiteljev ter v njihovem okrilju tudi empatije pozitivno vpliva na razredno klimo. Razredna klima je skupno mnenje učencev in učiteljev o kakovosti učnega okolja, ki zajema: medosebne odnose, osebnostni razvoj ter urejenost okolja. Razredna klima se povezuje s pozitivnimi tako učnimi (npr. učni dosežek) kot neučnimi (npr. agresivnost) izidi posameznika. Pri spodbujanju razredne klime prek razvijanja socialnih in čustvenih kompetenc je še posebej učinkovit celostni šolski pristop, za katerega v prispevku podajamo smernice.
Abstract
How to Achieve a Stimulating and Inclusive Classroom Climate by Developing Empathy?
Empathy plays a key role not only in social interactions and moral development, but is also an important component of social, emotional and intercultural competences and, as such, gives an important contribution to the building of a positive and inclusive classroom climate. Empathy includes cognitive (e.g. adopting another’s perspective) and emotional components (feeling another’s emotions, while recognising that the source of the sentiment is not one’s own). It has been linked to many positive effects on relationships and behaviour, whereas a lack of it has been linked to many negative effects (e.g. aggression). An important fact is that empathy can be heightened with empathy training and that such training is more effective when part of a holistic development of socio-emotional competences. The development of the socio-emotional competences of pupils and teachers, and within that context also of empathy, has a positive impact on classroom climate. Classroom climate is the collective opinion of pupils and teachers regarding the quality of the learning environment, which comprises: interpersonal relationships, personal development, and organisation of the environment. Classroom climate is associated with an individual’s positive learning outcomes (e.g. attainment) and non-learning outcomes (e.g. aggression). When stimulating a classroom climate by developing social and emotional competences, a comprehensive school approach is especially effective, for which this paper provides guidelines.