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Críticas When we consider what it means to be human we are always drawn back to our dependence upon relationship. Without empathy relationship must surely be shallow, even meaningless and superficial. Bridget Cooper's book reminds us of this, but more importantly invites us to reflect and act on the need to develop authentic empathy within all aspects of education - as teachers and as students. After all, our hope for humankind is in the realization of authentic empathy and genuine appreciation of what it means to be of the whole yet also as one. To not know and live this must surely be to our detriment. -- Colin Gibbs,Professor of Education and Teacher Education and Education Consultant, New Zealand Founded on her own research and developed through a comprehensive review of the field, Professor Cooper gives the much-neglected concept of empathy the central place it deserves in any discussion of education. But in going beyond a narrow focus on schooling to consider the wider implications of empathy for our society and our personal well-being, Professor Cooper also constructs a telling critique of current educational policies, including the training and professional development of teachers. Well-written and cogently argued, this book makes a real and original contribution to educational thought. I hope it will be widely read by policy-makers, teachers, students and teacher-educators everywhere. -- Ron Best, Emeritus Professor of Education, Roehampton University, London, UK This is a hugely important topic for our lives and times. Bridget Cooper's book captures the complexities and significance of empathy and education in compelling and accessible ways. This book is a must for all thinking educators and for those who believe that an equitable and profound educational experience is founded on good relationships. -- Pat Broadhead, Professor of Playful Learning, Leeds Metropolitan University, UK Reseña del editor Empathy in Education discusses the role of empathy in learning throughout all levels of education and its crucial relationship to motivation, values development and achievement, impacting from the micro to the macro levels of society. Using initial research involving interviews with teachers and student teachers in many different contexts, from nursery to sixth form lessons along side neuroscience, psychology and educational research, the author considers the intrinsic nature of affect and empathic human relationships in learning.At a time when politicians are calling for personalized learning and the promotion of good citizenship but are still advocating an intensive, rigid curriculum, in large, one size fits all, classes, this study highlights the inherent contradictions in rhetoric and practice. Cooper offers a detailed study in empathy in teaching and learning which sheds light on the learning process in intricate detail and gives balance to the strong emphasis on mechanistic learning, curriculum and cognition which has dominated the last twenty years of learning theory and sets a foundation for future research into affective and moral issues in learning. Biografía del autor Bridget Cooper is Professor of Education at Sunderland University, UK.

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