ABSTRACT
This chapter discusses the events of the Huddle that took place at the University of Sydney, NSW Australia in late 2018. The object of the Huddle was to explore the possibilities inherent in developing and implementing a pedagogy of empathy in teacher training, and classroom teaching. In addition to an exploration of the usefulness (be it limited or enabling) of empathy as pedagogy, this chapter will synthesise the Huddle experience and locate it within a field of study that sees empathy as method. Because this chapter is in part about how empathy can be distilled into a teachable pedagogy and practice, we also undertake a critique of empathy, drawing on the work of Stanislavski, Rifkin and Verducci. This chapter finds that an exercise of etudinal exploration can be useful in rendering otherwise complexified texts or concepts knowable by a student in multiple modes or circumstances and by educators in their work facilitating learning.
