A framework for the embodiment of empathy in design education: Exploring empathic perspective-taking of design teachers in design conversations

Abstract

The sophisticated and multi-layered phenomenon of empathy has become an essential aspect of design research and design practice. However, the connections of this phenomenon with design education are indirect and ambiguous as well as have not yet been clarified. Thus, the dispersed nature of empathy in design education invites us to explore and address this phenomenon with the context of both conceptual and practical research objectives. This thesis study is prepared in regard to three phases going deeper considering research objectives that are addressed under four different studies. The first phase (scanning horizon) focuses on a systematic identification and analysis of the relevant literature overlapping design education and the concept of empathy. Under this phase, two preliminary studies based on systematic literature review are conducted to map the dimensions of empathy in design education (Chapter 2) and to reveal the impacts on design learning and teaching (Chapter 3). The second phase (deep diving) based on a participant observation study addresses how empathy is embodied in the design studio, so explore the empathic indicators embedded in design conversations (Chapter 4). Lastly, the third phase (mining together) based on a pedagogical probe study centres upon the underlying motives behind empathic perspective-taking of design teachers during design conversations (Chapter 5). In the first study (Chapter 2), a systematic scoping review study is adopted as a technique to map the field of interest. The dataset is analysed via qualitative content analysis method to uncover and map the hidden dimensions of empathy in design education. The analysis reveals three dimensions of empathy, such as educational interventions, aspects and contexts of empathy. Educational interventions are the implementations applied or discussed in the articles with special attention to the learning and teaching activities, connecting with empathy. The aspects of empathy are the materialisation of empathy with specific educational purposes. Finally, the context of empathy represents the distinctive contexts in which learning takes place, induced by empathy. These interwoven dimensions help us to generate an integrative framework of the relevant literature. Based on this integrative framework, particular implications are proposed, such as research-based implications for design education researchers, pedagogical implications for design teachers and institutional implications for decision-makers. This chapter entitled "Mapping three dimensions of empathy in design education: Educational interventions, aspects and contexts" is published in the journal Art, Design & Communication in Higher Education. It is understood that empathy considerably transforms learning processes and teaching activities. Thus, aiming to explore and discuss the impacts of empathy on learning and teaching in the relevant design education literature, the systematic scoping review study is analysed thematically the second study (Chapter 3). Eight themes appear in this study, such as cognitive, affective, interactive, collaborative, operative, perceptive, formative and connective impacts. All these impacts are mostly in relation to design learning; however, the impacts of empathy on teaching activities are relatively limited. Within the context of this study, the research gaps for further studies are also addressed, as well as methodological and pedagogical implications are presented. This chapter entitled "A deep dive into the impacts of empathy on design learning and teaching" is published in the International Journal of Technology and Design Education. The first phase (scanning horizon) helps to scan the relevant literature intensively and unfold the implicit nature of empathy by uncovering the dimensions of empathy in design education and its impacts on design learning and teaching. These studies also illustrate particular research gaps in the relevant literature underlining the less-concentration on in-studio interactions between design teachers and learners as well as the development of empathic ways of teaching. In the following study (Chapter 4), empathy is addressed as an embodied happening in design studio conversations between design teachers and students. In this study, empathy embedded in design studio conversations is highly associated with perspective-taking of design teachers to ensure empathic understanding with design students. In participant observation studies conducted at two universities in Finland and Türkiye how design teachers take the perspective of other agencies and what deliveries are utilised for empathic perspective-taking are traced. The findings of the ethnographic content analysis show that design teachers take the perspectives of both human and non-human agencies during design conversations, such as design students, users, and materials. Moreover, they utilise discursive and performative deliveries, which lead to the identification of design teachers with these agencies. It is understood that design teachers' perspective-taking of design students during design conversations has particular effects on enhancing the learning experiences. Moreover, perspective-taking of design teachers towards users and materials help students to observe and understand the implications of design. This chapter entitled "Eliciting empathy embedded in design conversations: Empathic perspective-taking of design teachers towards design students, users and materials" is published in the International Journal of Art and Design Education. This second phase (deep diving), which is the core study of this thesis, dives deeply into design studio education and teaching activities, starting from the embodiment of the empathy phenomenon. Design conversations are focused, which are the backbone interactions in the design studio. This study exploring the implicit nature of design conversation is an initial step to frame the empathic approaches of design teachers. Aiming to develop an in-depth understanding specific to empathic approaches of design teachers in design conversations, in the last study (Chapter 5), empathic perspective-taking phenomenon in design teaching is addressed. To dig into the motives of design teachers behind empathic perspective-taking in design conversations, a pedagogical probe study based on self-documentation and reflection on design teaching approaches is conducted with the participation of design teachers and supporting teaching staff. A directed approach to qualitative content analysis is used for the data analysis in this study to explore the underlying motives behind perspective-taking. There appear distinctive intentions of design teachers cultivated from personal motivations that have potential impacts on learning processes. This chapter is an in-review process in an international peer-reviewed journal. The third phase (mining together) helps to expand the knowledge around empathic perspective-taking and presents it in all its aspects via a participatory approach. As an empathic approach, allocentric perspective-taking of design teachers in design conversations can serve for the designerly way of thinking and enhancement of learning activities, the motivation and inspiration of design students particularly. In conclusion, both conceptual and practical implications of this thesis are discussed. The conceptualization of design teachers' perspective-taking as an empathic action in design conversations is addressed through the synthesis of the findings. It is understood that design teachers may face multiple traps to fall on the way of taking a perspective in design conversations. Moreover, the development of practical pedagogical tools and exercises at personal, collective and institutional levels are encouraged. Via new pedagogical tools, design teachers and supporting teaching staff can raise their own awareness, ensure their well-being, reflect each other and become empowered in a pedagogical sense. This thesis can be taken as an attempt to bring a new perspective and pedagogical approach to design studio conversations in the quest of empathic design education. Raising awareness of design teachers in this context can make it possible for the development of empathic design teachers and teaching approaches. By this way, more empathic interactions in the design studio education can be established.