I spent the weekend with my cousin, Ali. During the week she stays with her extended family while attending school. She's nearly done with her master's and is ready to live alone and leave behind the dogs that reside with her during these weekdays. She spoke expressively about one frustrating incident involving her and her aunt and uncle's dog, Reba. It was clear she was frustrated by Reba's lack of obedience, but I couldn't help but think about the dog as well. To better understand the story, I considered both perspectives.
It was surprisingly easy to consider Reba's perspective. As a veterinary nurse, putting myself into a dog's perspective might come easier to me than to others. I've been frustrated in similar situations, but I empathize with Reba. She hasn't been properly trained and isn't given the opportunity to hunt or release her energy through daily exercise. Her behavior is natural, and she can't help that she's not properly trained.
I easily empathize with my patients compared to my students. I realized through the interview with Ali that if I'm more familiar with my students, I can better understand their needs. As stated by Merlijn Kouprie and Froukje Visser, "Empathy serves to inform and to inspire designers to create products that fit the user's needs" (Kouprie & Visser, 2009). So, I've learned through viewing these perspectives that the more I empathize with my students, the greater my chances of providing a profound educational experience.
References:
Multiple Perspectives by Eugene Kim is licensed under CC BY 2.0
Kouprie, M., & Visser, F. S. (2009). A framework for empathy in design: stepping into and out of the user's life. Journal of Engineering Design, 20(5), 437-448. Retrieved from https://www-tandfonline-com.proxy2.cl.msu.edu/doi/full/10.1080/09544820902875033.
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