Empathy Training from a Phenomenological Perspective

Abstract

AbstractThe purpose of this article is to outline a phenomenological approach to empathy training developed over the past ten years in the context of higher education. The theoretical justification for this empathy training is founded in the phenomenological philosophical interpretation of the phenomenon of empathy, whereas the application of empathy as a skill is theoretically based upon entering the phenomenological attitude. The phenomenon of empathy is described as a unique intentionality as part of the self-other relation and contrasted to mainstreams views such as simulation theory. It is argued that the phenomenological attitude can open up for the possibility of empathy and interpersonal understanding to occur. The consecutive steps of the phenomenologically based empathy training are described as relating to theoretical and pedagogical issues as well as to student’s experiences.