The concept of empathy is a concept studied by anthropologists, philosophers, psychologists and pedagogues. Empathy is defined  as the experience of the alien consciousness and of their experiences, unlike the experience that makes one's consciousness of itself (e. Husserl 1905).

A comprehensive phenomenological study on this subject is the doctoral disertation by Edith Stein (1916). On the problem of empathy. Defined as the ability to feel with others, to experience the emotions of others as if they were themselves. Process their own which interpersonal relationships (Rogers, C. 1968) can be improved.  In empathy sits the roots of morality, he thinks that empathy motivates altruism (Hoffman, 1984). Theodor Lipps presented itfrom a more psychological point of view, as a psychological description of aesthetic experience.

In this sense, the Delors Report (1996) refers to learning to live together, understanding that we are all interdependent and we must develop empathy and social dexterity as competences. The European Union raises the development of skills, learning to communicate, learning to work in group as one of the basic learnings for a democratic basic education. Social and interpersonal skills are crucial for positive integration in participatory community life and for the development of democratic values.

It is a value which is taught and learned, practicing active listening through rephrasing (Goleman 1999). Defined as the ability to communicate our emotions and to know to read the emotions of others. Learning to listen and paying attention to the other should be developed from early childhood to prevent conflicts. "As a body of the efforts to accommodate the other in its uniqueness when it acquires the consciousness of the separation between I and the other and the communicative illusion of the passive identification with the other" (Marandon, 2001)

It is the emotional dimension of the education of the emotions, feelings that help us  to have an awareness of  ourselves  and our social environment (Javier a. Huaman 2005). To be empathetic is necessary to maintain a certain distance, be independent and objective (Rev Cerveau &  Psycho, 2006). Several authors see the need for empathy in the curriculum through  the learning of solidarity.  In  Human Sciences it is understood  as intellectually understanding the other excluding all moral judgment.

This fundamental competence of communications  varies depending on individuals or situations. It implies a minimum knowledge of oneself and others and develops progressively through learning. It is attached to confidence, a key to intercultural encounter (CIDOB Journal of Afers Internacionals, 61-62).

Objectives 

A) To study in schools what importance has been to the value of empathy for four years (2008-2011). B) To analyse the current situation about whether fostering empathy as a preventive value of conflict C) To reach conclusions on the basis of the reality of the analyzed population. D) To find  effective strategies to promote this value.

Bisquerra, R ( 2000 ) Educación emocional y Bienestar Praxis Hoffman (1992) en La empatia y su desarrollo de Eisenberg y Strayer, Ed Desclee Brouwer Husserl (1949) Ideas relativas a una fenomenología Pura y una historia fenomenológica,. Trad. Jose Gaos. Fondo Cultura Económica. Mexico Goleman (1997): Inteligencia emocional Kairos Goleman ( 1999): La práctica de la inteligencia emocional Kairos Informe Delors, J (1996): La educación encierra un tesoro. Madrid Unesco-Santillana, Mir, C. Coord (2002): Cooperar en la escuela. Graó Barcelona Biblioteca de Aula Rogers, C (1979): El proceso de convertirse en persona. Buenos Paidós. Stein, Edith ( 2004) Sobre el problema de la empatía. Ed. Trotta, Madrid www.inteligencia-emocional.org http://portal.educar.org/. Comunidades Virtuales de Aprendizaje Colaborativo Educar.org .Revista Cerveau & Psycho N°13, 2006