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This paper investigates how acts of imagining enable the emotive experience of empathy, using theoretical perspectives on otherness. Research evidence comes from interviews with educators and participant observation in Australian environmental education contexts, focusing on how teachers and learners imagine and empathize to deepen understanding. Findings stress the value of imagining other places, times, and perspectives and show how empathy arises through actively imagining the other and reshaping relations between self and others.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/empathy-and-imagination-in-education-for-sustainability/596733/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/empathy-and-imagination-in-education-for-sustainability/596733.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"本文主要研究聚焦什么主题？","Question",{"text":112,"@type":113},"本文聚焦“想象力”与“同理心”在可持续教育中的关系，讨论想象如何促成同理心体验，并支持对环境知识的深度理解。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"研究是如何开展的？",{"text":117,"@type":113},"研究基于作者近期的博士研究，通过对澳大利亚的教育者访谈以及参与式观察来探究想象力的性质与运作。",{"name":119,"@type":110,"acceptedAnswer":120},"论文认为同理心与想象之间是什么关系？",{"text":121,"@type":113},"论文认为同理心是一种富有想象力的行动：理解与感受“他者”需要主动想象对方；同时，自我与他者的关系可以通过富同理与想象的理解方式变得更加连通。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596733,1792191422,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Empathy and Imagination in Education for Sustainability Sally Jensen, Independent Scholar, Victoria, Australia  \nAbstract  \nThe importance of imagination in understanding sustainability has often been overlooked. This paper examines acts of imagining in teaching and learning that elicit and enable the emotive experience of empathy. Iframe ways of thinking about imagination and empathy through theoretical perspectives of otherness. I report on research findings into the nature of imagination in environmental education contexts in Australia, explored through interviews with educators and participant observation. Analysis pays attention to how teachers and students imagine and empathize in order to more fully understand. The importance of being able to imagine other places, times, and perspectives in environmental education emerged strongly. In this paper I highlight how feeling empathy involves actively imagining the other, and how the relations between self and others can become contiguous through empathic and imaginative ways of understanding.  \nRésumé  \nOn néglige souvent l’imagination dans la réflexion sur le développement durable. Le présent article dépeint des façons dont elle peut être mise à profit dans l’apprentissage et l’enseignement, par les prismes théoriques et émotifs de l’empathie et de l’altérité . Je présente les résultats d’une recherche sur la nature de l’imagination dans des contextes d’éducation à l’environnement en Australie qui a comporté des entretiens avec des éducateurs et des observations des participants. L’analyse est axée sur les façons dont les professeurs et élèves font preuve d’imagination et d’empathie pour approfondir leur compréhension.  \nL’importance de pouvoir imaginer d’autres lieux, d’autres moments et d’autres perspectives en éducation à l’environnement est apparue très nettement. Dans cet article, j’explique que ressentir de l’empathie implique d’imaginer activementl’expérience de l’autre, et j’explore comment les liens entre soi et autrui peuvent être redéfinis grâce à une compréhension née de l’imagination et de l’empathie.  \nKeywords: imagination, sustainability education, qualitative research, empathy  \nThis paper draws on my recent PhD research into the nature and workings of imagination in education for sustainability, explored through interviewsand participant observation. I focus on empathy. I argue that empathy isan imaginative act that supports deep understanding of environmental knowledge and enhances sustainability awareness. The theoretical framework underpinning the research draws on environmental and feminist philosophies that critique the dualist contractions of self and other, including human and  \nCanadian Journal of Environmental Education, 21, 2016 89  \nnature, in environmental and educational discourses (Fawcett, 2000; Haraway, 2003; Kaplan, 1997; Latour, 1993; McKenzie, 2005; Minh-ha, 1989; Plumwood, 1993; Rose, 1996; Russell 1999, 2005; Whitehouse, 2011) . I identify, rather than define, otherness, empathy, and imagination as I investigate moments in teaching and learning. While these are indefinite and ambiguous issues, I explore how empathy and imagination co-emerge in processes of coming to understand some of the critical dimensions of education for sustainability. My analysis of interviews and participant observation examines how educators and learners experiment with the relations between self and other through imagining and empathizing. Affectively, these learning stories explore the nature of empathy and imagination in education for sustainability.  \nI first discuss theoretical perspectives of otherness. I then introduce imagination as a way of knowing and learning in education for sustainability that has been neglected. I discuss historical and contemporary research perspectives that consider empathy as an imaginative act. These contexts frame how imagination is conceived of in this study, before I share and analyze the learning stories of the data.  \nOthe","cbCaieFGzZiHvP8p","https://ap.wps.com/l/cbCaieFGzZiHvP8p","pdf",1554100,17,"English","# Abstract\n# Otherness and Environmental Education\n# The Illusion of Otherness","[{\"question\":\"本文主要研究聚焦什么主题？\",\"answer\":\"本文聚焦“想象力”与“同理心”在可持续教育中的关系，讨论想象如何促成同理心体验，并支持对环境知识的深度理解。\"},{\"question\":\"研究是如何开展的？\",\"answer\":\"研究基于作者近期的博士研究，通过对澳大利亚的教育者访谈以及参与式观察来探究想象力的性质与运作。\"},{\"question\":\"论文认为同理心与想象之间是什么关系？\",\"answer\":\"论文认为同理心是一种富有想象力的行动：理解与感受“他者”需要主动想象对方；同时，自我与他者的关系可以通过富同理与想象的理解方式变得更加连通。\"}]","Empathy and Imagination in Education for Sustainability | PDF",1792083616,43]