ABSTRACT

A small, but growing, number of studies explore the connections between process drama pedagogy and the development of empathy. In our view, empathy involves affective and cognitive processes of the heart and the mind. In this article, we report findings from a year-long New Zealand research project with four primary school teachers who integrated process drama pedagogy into their programmes. Through a relational lens, we analysed classroom lessons, teacher interviews, research group meetings, student focus group interviews and student writing samples. Three vignettes detail how process drama pedagogy fostered emotionally charged experiences within rich contexts. We argue process drama pedagogy developed students’ cognitive and affective processes, which fostered student capacity to explore diverse perspectives and develop holistic empathy.

摘要

一小部分但不断增长的研究探索了过程戏剧教学法与同理心发展之间的联系。在我们看来，同理心涉及心灵的情感和认知过程。在本文中，我们报告了一项为期一年的新西兰研究项目的结果，该项目由四名小学教师参与，他们将过程戏剧教学法融入到他们的课程中。通过关系视角，我们分析了课堂课程、教师访谈、研究小组会议、学生焦点小组访谈和学生写作样本。三个小插曲详细介绍了过程戏剧教学法如何在丰富的背景下培养充满情感的体验。我们认为过程戏剧教学法发展了学生的认知和情感过程，从而培养了学生探索不同观点和发展整体同理心的能力。