"Empathy must be part of education because knowledge without it is incomplete" (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors.

"Empathy must be part of education because knowledge without it is incomplete" (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors.