Discovering Oneself and Discovering Ourselves with the Help of Literature: Educational Possibilities of Narrative
ABSTRACT
Undoubtedly narrative in education has frequently been studied. Nonetheless, in this paper we want to explore the different educational possibilities offered by narrative in order to discover identity through tradition. MacIntyre’s thought offers the categories of practice, tradition and narrative, in order to penetrate the central questions of personal identity and communicability that we consider the most suggestive. Some authors understand narrative as a very accurate means to access tradition and self-knowledge as well as to show the unity of human life and to vindicate the unity of tradition that we can face and those elements that constitute our moral habitat.
Undoubtedly narrative in education has frequently been studied. Nonetheless, in this paper we want to explore the different educational possibilities offered by narrative in order to discover identity through tradition. MacIntyre’s thought offers the categories of practice, tradition and narrative, in order to penetrate the central questions of personal identity and communicability that we consider the most suggestive. Some authors understand narrative as a very accurate means to access tradition and self-knowledge as well as to show the unity of human life and to vindicate the unity of tradition that we can face and those elements that constitute our moral habitat.
Cite this paper
nullRodríguez-Sedano, A. , Soria, A. & Rumayor, M. (2010). Discovering Oneself and Discovering Ourselves with the Help of Literature: Educational Possibilities of Narrative. Creative Education, 1, 101-106. doi: 10.4236/ce.2010.12015.
nullRodríguez-Sedano, A. , Soria, A. & Rumayor, M. (2010). Discovering Oneself and Discovering Ourselves with the Help of Literature: Educational Possibilities of Narrative. Creative Education, 1, 101-106. doi: 10.4236/ce.2010.12015.
References
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[1] H.-G. Gadamer, “Verdad y Método,” Traducido por Ana Agud Aparicio y Rafael de Agapino, Sígueme, 1991. [2] R. Spaemann, “ética: Cuestiones Fundamentales,” Ver- sión Espa?ola y Prólogo, José María Yanguas, Eunsa, 2001. [3] A. MacIntyre and J. Dunne, “Alasdair MacIntyre on Edu- cation: In Dialogue with Joseph Dunne,” Journal of Philosophy of Education, Vol. 36, No. 1, 2002, pp. 1-19. [4] K. C. MacLean, M. Pasupathi and J. L. Pals, “Selves Creating Stories Creating Selves: A Process Model of Self-Development,” Personality and Social Psychology Review, Vol. 11, No. 3, 2007, pp. 262-278. [5] M. J. Chandler and T. Proulx, “Identity and Story: Creating Self in Narrative,” Journal of Applied Developmental Psychology, Vol. 28, No. 3, 2007, pp. 277-282. [6] W. T. Kraus, “The Narrative Negotiation of Identity and Belonging,” Narrative Inquiry, Vol. 16, No. 1, 2006, pp. 103-111. [7] C. Taylor, “Sources of the Self: The Making of the Modern Identity,” Cambridge University Press, Cambridge, 1989. [8] A. MacIntyre, “Three Rival Versions of Moral Enquiry: Encyclopaedia, Genealogy, Tradition,” Duckworth and University of Notre Dame, Notre Dame, 1990. [9] S. Sayers, “Identity and Community,” Journal of Social philosophy, Vol. 30, No. 1, 1999, pp. 147-160. [10] A. Llano, “Presentación,” en MacIntyre, A., Tres Versiones Rivales de la ética. Encyclopaedia, Genealogía y Tradición, Traducción de Rogelio Rovira, Rialp, 1992. [11] M. Papapstephanou, “Education, Subjectivity and Com- mnity: Towards a Democratic Pedagogical Ideal of Symmetrical Reciprocity,” Educational Philosophy and Theory, Vol. 35, No. 4, 2003, pp. 395-406. [12] P. Verhesschen, “The Poem’s Invitation: Ricoeur’s Concept of Mimesis and its Consequences for Narrative Educational Research,” Journal of Philosophy of Education, Vol. 37, No. 3, 2003, pp. 449-465. [13] A. MacIntyre, “After Virtue: A Study in Moral Theory,” Duckworth and University of Notre Dame, Notre Dame, 1981. [14] B. Hardy, “Towards a Poetics of Fiction: An Approach through Narrative,” Novel, No. 2, 1968, pp. 5-14. [15] P. Kemp, “Mimesis in Educational Hermeneutics,” Educational Philosophy and Theory, Vol. 38, No. 2, 2006, pp. 171-184. [16] L. O. Mink, “History and Fiction as Modes of Compre- hension,” New Literary History, No. 1, 1970, pp. 541- 558. [17] P. Ricoeur, “De l'interprétation, en Du texte à l'action. Essais d'herméneutique II,” Seuil, 1986. [18] P. Ricoeur, “Soi-Même Comme un Autre,” Seuil, 1990. [19] H. Arendt, “La Condición Humana,” Introducción de Manuel Cruz; Traducción de Ramón Gil Novales, Paidos, 1993. [20] H. Arendt, “Hombres en Tiempos de Oscuridad,” Trad- ucción Claudia Ferrari, Gedisa, 1992. [21] K. D. Heyer and A. Fidyk, “Configuring Historical Facts through Historical Fiction: Agency, Art-in-Fact and Imagination as Stepping Stones between Then and Now,” Educational Theory, Vol. 57, No. 2, 2007, pp. 141-157. [22] S. D. Franzosa, “Authoring the Educated Self: Educational Autobiography and Resistance”, Educational Theory, Vol. 42, No. 4, 1992, pp. 395-412. [23] S. Farquhar and P. Fitzsimons, “Introduction. Philosophy of Early Childhood Education,” Educational Philosophy and Theory, Vol. 39, No. 3, 2007, pp. 225-228. [24] P. Ricoeur, “Temps et récit,” Seuil, 1983. [25] I. Olábarri, “New History: A Longue Durée Structure,” History and Theory, Vol. 34, No. 1, 1995, pp. 1-29. [26] K. Hawkey, “Could You Just Tell Us the Story – Pedagogical Approaches to Introducing Narrative in History Classes,” Curriculum Inquiry, Vol. 37, No. 3, 2007, pp. 263-277. [27] G. Steiner, “Presencias Reales, Hay Algo en lo Que Decimos?,” Destino, 1991. [28] S. Rice, “Teaching and Learning through Story and Dialogue,” Educational Theory, Vol. 43, No. 1, 1993, pp. 85-97. [29] J. Russell, “Consciousness in a Community of Inquiry,” Journal of Moral Education, Vol. 31, No. 2, 2002, pp. 141-153. [30] J. Dunne, “Arguing for Teaching as a Practice: A Reply to Alasdair MacIntyre,” Journal of Philosophy of Education, Vol. 37, No. 2, 2003, pp. 353-369. [31] K. Wain and K. MacIntyre, “Teaching, Politics and Practice,” Journal of Philosophy of Education, Vol. 37, No. 2, 2003, pp. 225-239. [32] T. McLaughlin, “The Educative Importance of Ethos,” British Journal of Educational Studies, Vol. 53, No. 3, 2005, pp. 306-325. [33] G. Grisez and R. Shaw, “Ser Persona: Curso de ética,” Versión Espa?ola, Realizada por Manuel Alcázar García, Rialp, 1993. [34] F. Altarejos, “Dimensión ética de la Educación,” Eunsa, 1999. [35] A. Cain, “Becoming Good: Demonstrating Aristotle’s Theory of Moral Development in the Act of Reading,” Journal of Moral Education, Vol. 34, No. 2, pp. 171-183. [36] D. Carr, “On the Contribution of Literature and the Arts to the Educational Cultivation of Moral Virtue, Feeling and Emotion,” Journal of Moral Education, Vol. 34, No. 2, 2005, pp. 137-151. [37] G. Patte, “Laissez-Les Lire,” Enfance Heureuse, 1987. [38] J. Cohen, “Deliberation, Tradition, and the Problem of Incommensurability: Philosophical Reflections on Curriculum Decision Making,” Educational Theory, Vol. 49, No. 1, 1999, pp. 71-89. [39] D. Resnick, “What Could Be Better Than This? — Conflicting Visions of the Good Life in Traditional Education,” Journal of Philosophy of Education, Vol. 40, No. 3, 2006, pp. 391-403. [40] A. MacIntyre, “Are Philosophical Problems Insoluble? — the Relevance of System and History,” Philosophical Imagination and Culture Memory: Appropriating Historical Traditions, Duke University Press, Durham, 1993, pp. 65-82. [41] A. MacIntyre, “Interview with Alasdair MacIntyre,” Kinesis, Vol. 20, No. 2, 1994, pp. 34-47. [42] D. P. Mc Adams, “The Problem of Narrative Coherence,” Journal of Constructivist Psychology, Vol. 19, No. 2, 2006, pp. 109-125.