This paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective of other agencies and (2) what deliveries are utilised for empathic perspective‐taking. It was understood that design teachers identify themselves with both human and non‐human agencies as design students, users and materials. Moreover, deliveries leading to the identification of design teachers with these agencies included both discursive and performative means.

中文翻译：

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引发设计对话中的同理心：设计教师对设计学生、用户和材料的同理心视角

本文旨在探究设计工作室中师生之间的对话，以探讨同理心的指标。为了调查设计教师和设计学生之间发生的设计对话，在芬兰和土耳其的两所大学进行了参与观察研究。作为移情指标，我们讨论了（1）设计教师如何看待其他机构的观点以及（2）哪些交付用于移情观点采择。据了解，设计教师将自己视为人类和非人类机构，即设计学生、用户和材料。此外，导致设计教师与这些机构的认同的交付包括话语和表演手段。