In gesprek met een verhaal als stimulans voor het empathisch vermogen. Een quasi-experimentele studie binnen het literatuuronderwijs
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2020-07-31
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nl
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With the revision of the Dutch literature education subjectification goals such as developing empathy appear to be playing a major role in the current and future curriculum. In the present study a quasi-experiment is conducted to shed light on the influence of a reader-oriented approach – in which an internal dialogue with a story based on authentic questions is stimulated – on the empathy of 9th pre-university education students. A six-unit, dialogical intervention centered around short literary stories, which students read individually and discussed in small groups. The empathy of students in 2 experimental classes (n = 40) was compared to the empathy of students in 2 control classes (n = 37) in which the internal dialogue was neither stimulated nor repressed. Results were assessed and triangulated via self-questionnaires, interaction analyzes and interviews. Although the ecological validity decreased drastically due to extreme social circumstances, the results show a potential influence of the intervention on the empathy of students, mediated by emotional transportation. They also offer insight in the (in)competence of 9th grade pre-university students when reading (short) literary texts and connections with their psychological development are drawn. Restrictions and possible explanations are discussed, as well as implications for practice and recommendations for future research.
Keywords: empathy, internal dialogue, dialogical literature education, literary fiction
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Faculteit der Letteren