Empathy, Vulnerability and Learning Theories in Higher Education

Abstract

A number of students arrive at the University after much struggle and anxiety during their final years at school. For some, circumstances and opportunities have provided for tumultuous experiences causing the mental disbalance among such students. This paper aims to identify the instructional environments that are vulnerably not empathetic for students in higher education and to strategise a theoretical framework to strengthen the empathetic values in the learning environment for helping learners in higher education. Referencing the various theories of pedagogy and Instructional Design, the ideal set of values for learning will be established. Taking into account the aspirational and emotional quotient of the present day learner, various psychological support techniques will be identified and tested for their viability in the higher education learning environment. Analyzing the impact of various pedagogical styles, emotional quotient and aspirations of the learner in higher education and envisaging the challenges of the modern day teacher develop a strategy to prepare the theoretical framework for an empathetic learning environment. This paper identifies the structure for a learning environment in higher education, based on empathy and respect, leading to an ever resonating and congenial teacher – learner relationship.