Other
French
ID: <
http://hdl.handle.net/20.500.12162/251>
Abstract
Empathy is a cross-cutting capacity that fosters the development of intercultural awareness (Aden, 2009) in language learning. It can potentially be a significant variable in the learning of certain disciplinary content such as literature (Aden, 2005, 2008). That article, on the other hand, deals with its potential role in the context of a sequence of arguments. Based on the three degrees of empathy model (Pacherie, 2004), the exploratory research described in this article aims to measure the impact of a creative device on the competence to be argued and to reflect on the potential and limitations of this model used in discourse analysis. The interactions show a shift from an egocalised movement to an allotted movement (Berthoz, 2004, 2009), which is characteristic of the spatial nature of empathy, defined as a simplex concept (Berthoz, 2009), which nevertheless questions the model of the three degrees of empathy (Pacherie, 2004).