International Journal of Servant-Leadership
Abstract
Every teacher should attempt to guide the personal and social development of his or her students (Wilson 2011, 246). The effectiveness and efficiency with which such elucidation takes place, however, may depend to a great extent on the empathetic understanding between pupil and instructor (208). The discernment that teachers and students exhibit regarding their own lives and the realities experienced by other persons will affect what can be taught and learned. Constructive development theory suggests that to be most effective, teachers who are leaders must understand how students think and feel about themselves (McCauley et al. 2006). Several studies have shown that such empathetic understanding is a critical antecedent of student learning (Black and Phillips 1982; Cooper 2004; Immordino-Yang 2011; Uddin et al. 2007).
Recommended Citation
Valente, Faith
(2014)
"Empathy and Servant-Leadership: The Complementary Nature of Simulation Theory and Theory of Mind in Education,"
International Journal of Servant-Leadership: Vol. 10, Article 13.
DOI: 10.33972/ijsl.119
Available at:
https://repository.gonzaga.edu/ijsl/vol10/iss1/13
Copyright Information
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