Fostering Empathy and Critical Engagement With Aging: Outcomes of a Sensory Loss Simulation.
Saved in:
| Title: | Fostering Empathy and Critical Engagement With Aging: Outcomes of a Sensory Loss Simulation. |
|---|---|
| Authors: | Romero, Rachel1 (AUTHOR) r_r299@txstate.edu |
| Source: | Journal of Experiential Education. Mar2026, Vol. 49 Issue 1, p138-157. 20p. |
| Subject Terms: | *Empathy, *Aging, *Experiential learning, *Critical thinking, Intergenerational households, Social attitudes, Sensory deprivation, Equality |
| Abstract: | Background: Experiential learning activities, like a sensory loss simulation, provide a tangible way to engage undergraduate students with complex social issues, such as aging, that intersect with health and social inequities. Traditional pedagogies often fail to challenge decline narratives that frame aging as individual responsibility rather than a shared process. Purpose: This study examines the outcomes of a sensory loss simulation designed to foster student reflection on aging, cultural attitudes, and intergenerational care. Method: The activity integrated a sensory loss simulation, Lipmanowicz and McCandless's 1-2-4-All discussion approach, and loose parts play to engage 83 sociology students. Qualitative data were collected via student-written reflections, tinfoil sculptures with accompanying narratives, and an exit survey. Analysis followed a grounded theory approach to identify prominent themes in the students' responses. Findings: Individual reflections following the simulation revealed a self-future-focused mindset where students emphasized aging as a detriment and an individual responsibility. The tinfoil sculptures demonstrated a shift toward valuing intergenerational connections. Implications: Experiential activities can transform passive learning into critical engagement, equipping students with empathy and practical insights to challenge cultural scripts around aging. This approach holds promise for application across disciplines to foster inclusive, human-centered learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Experiential learning activities, like a sensory loss simulation, provide a tangible way to engage undergraduate students with complex social issues, such as aging, that intersect with health and social inequities. Traditional pedagogies often fail to challenge decline narratives that frame aging as individual responsibility rather than a shared process. Purpose: This study examines the outcomes of a sensory loss simulation designed to foster student reflection on aging, cultural attitudes, and intergenerational care. Method: The activity integrated a sensory loss simulation, Lipmanowicz and McCandless's 1-2-4-All discussion approach, and loose parts play to engage 83 sociology students. Qualitative data were collected via student-written reflections, tinfoil sculptures with accompanying narratives, and an exit survey. Analysis followed a grounded theory approach to identify prominent themes in the students' responses. Findings: Individual reflections following the simulation revealed a self-future-focused mindset where students emphasized aging as a detriment and an individual responsibility. The tinfoil sculptures demonstrated a shift toward valuing intergenerational connections. Implications: Experiential activities can transform passive learning into critical engagement, equipping students with empathy and practical insights to challenge cultural scripts around aging. This approach holds promise for application across disciplines to foster inclusive, human-centered learning environments. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10538259 |
| DOI: | 10.1177/10538259251380548 |
