Empathie und pädagogisch-professionelles taktvolles Handeln : ein integrativer, pädagogischer Wissensbestand?, Paralleltitel: Empathy and pedagogical professional tactful actions

Abstract

This contribution examines the educational importance of empathy on the basis of the interdisciplinary research status and the current scientific definitions of empathy. The first step is a comparison of empathy and educational tact, a concept which is already known in the educational context. Moreover, the contribution deals with the situation of being a teacher and, as a result, the tasks that arise from dealing with children and adolescents. In this context, the text discusses the question whether empathy can be formed in the course of academic teacher education. With regard to the present special issue, it gives an explanation to whether empathy can be described as non-discursive knowledge. (DIPF/Orig.).