Empathy as a tool to support the teaching-learning process in the architectural design of diverse inclusive spatialities

Abstract

This paper proposes empathy as a support tool in the teaching-learning process of architecture, especially in the architectural design of inclusive spatialities since in most cases the solutions are proposed based on purely technical and functional design methodologies. Starting from the principle that empathy, from a psychological perspective, is the ability to perceive and understand what other people feel, simple teaching-learning strategies are proposed that can be implemented in certain phases of the design process. Likewise, through research carried out on architecture students at a public university, we will seek to know if they have worked on this type of projects, had approaches with various branches of knowledge, the design approach of teachers, if the user is taken into consideration, among other data to generate a reflection on the attention to vulnerable groups and if they are excluded from the architectural spatial field.

Keywords: Empathy, teaching and learning, architectural design, inclusive spaces