Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.

中文翻译：

---

在基础艺术教育中通过设计思维培养同理心

过去的研究表明，将设计思维融入高等小学艺术教育有助于学生发展所谓的四个 C：协作、沟通、创造力和批判性思维。作为一种教学策略，设计思维首先关注同理心，并为学生提供一个结构，让他们以小组的形式解决现实世界中的复杂问题。这个探索性的定性案例研究考察了通过设计思维在高年级艺术教育中教授同理心的效果。八名教师参加，代表公立、私立、特许和独立学校设置。数据包括学生观察、访谈和期刊反思。对调查结果的分析得出了三个结论：(a) 设计思维可以促进青春期前同理心的发展，(b) 小学高年级的艺术教育课程可以包括设计思维，以及 (c) 设计思维是教授同理心的有效策略。在艺术教育中加入同理心可以促进尊重和理解他人的课堂文化，让学生成为正义、公平和包容的倡导者。随着社会继续与欺凌、身体暴力和社会动荡作斗争，教授同理心有可能改变学生在课堂上彼此之间的关系，并最终改变整个世界。和包容。随着社会继续与欺凌、身体暴力和社会动荡作斗争，教授同理心有可能改变学生在课堂上彼此之间的关系，并最终改变整个世界。和包容。随着社会继续与欺凌、身体暴力和社会动荡作斗争，教授同理心有可能改变学生在课堂上彼此之间的关系，并最终改变整个世界。