The psychopedagogy of empathy foundation of the curriculum teacher and constructive-meaningful learning in the student

Abstract

I make this research revolve around the human feeling of empathy and its effectiveness as a psycho-pedagogical tool. He began it with a conceptual and historical clarification of empathy to explain its origin, its various nuances, and the philosophical, psychological, and sociological theories that
sustain it. Later, a description of the five periods of empathy can be found: 1) global, 2) mimetic, 3) individual, 4) cognitive and 5) abstract. Next, I carry out an analysis of the psychological and pedagogical theories that rescue the importance of empathy and how it affects potentializing integral and human learning. This essay proposes as a central thesis that the affective-empathic level of the teacher is the basis for the student to promote cognitive learning, especially in the long term - be it constructivist learning or meaningful learning. When the teacher is an open, warm and authentic person, he develops a confidence in the student that allows him to express himself from the point of being understood, especially when the former knows how to verbalize and read his needs and concerns. This provides the key for the student to open up more and more, become automotive, and make learning a transformative experience.