Aaron's Lit Review

I am attempting to add my document, we'll see how it goes... The only problem with cutting and pasting is the running header goes missing...So much for APA...

An Examination of Narrative Learning

Aaron Bean

EDAC 634

February 9, 13

Introduction

“We live in story like a fish lives in water. We swim through words and images siphoning story through our minds the way a fish siphons water through its gills.

We cannot think without language, we cannot process experience without story”(Baldwin, 2007).

This quote lays well to the greater meaning of explaining the concept of narrative learning; narrative learning is the use of stories in the construction of meaning, whether the meaning making has to do with the self, with the content of instruction, or with the world around us (Merriam, Caffarella, and Baumgartner, 2007).

 Storytelling is a major part of the history of mankind, as stories, and the relation of stories have been a learning application for centuries. Before man could write, they used stories to convey concepts, bring about celebration, and to admonish failure. It is believed that the better storytellers were priests, judges, and rulers whose art in narrative helped bring respect to their position (Baldwin, 2007).

When you look further into the narrative learning theory, there are some key principles that are believed to be the focus points for exploration. First, hearing stories will in effect cause an interpretation by the listener, which can bring about a personal meaning and connection. According to Goodson, (2011) connections to stories are the way that individuals find purpose and meaning to their own experiences, by a relation that triggers self-interest. This is useful when examining the audience a teacher is trying to reach. With adults, stories can help illicit responses due to the vast life events, where as children may have to incorporate a visual counterpart to a story to help convey meaning.

The second key point in narrative learning is the telling of stories.  As a story is told, it becomes real, personal and immediate (Merriam, et al., 2007). The aforementioned connections now make new learning possible, as the listener moves to the teller and implements a story based on their own perceptions and values.  Each telling of a story relates the personal connection of the storyteller to their audience. This point may be made clearer by the actions of peer learning; where the peer teaches another, and the concepts become relevant.

The third aspect of narrative learning is to recognize stories.  In recognition comes a deeper sense of experience, which in turn may help a person define their heritage and culture by finding a connection to a narrative.

Themes

A constant I found from authors and scholars whom wrote about narrative learning theory is the general theme of this theory. It seems that most would agree that stories are the backbone to the skeleton of the body. The stories develop and form appendages, but even the appendage grew strength from the original backbone. Without that backbone, the stories lose strength, meaning, and purpose.  

Stories have the power to form and transform the world, (Moore, 1998).  This belief was adopted through most as the idea of narratives being transformational to humans.  A story has a message to send, and the listener gathers the message in the context and form, which is useful to them.  In this matter, storytelling and narratives are innately human.

Another common theme I found which was discussed in lengths by several authors is the notion that our lives are narratives.  Our lives unfold to reveal a narrative more personal than any other story.  Rosenwald and Ochberg (1992) found that “personal stories are not merely a way of telling someone (or oneself) about ones life; they are the means by which identities may be fashioned.” People write and rewrite their lives, day-by-day, experience-by-experience.  I feel this to be true as I remember back when I was a young student in high school, I had mapped out my life and felt that I had accomplishments that I wanted by twenty, twenty five, and so on. Of course those goals changed quickly as I grew older, and my life kept rewriting the story.  

A last theme I found authors shared was the idea that narratives are social in their nature, as well. Even though each person has their own narrative, it is shaped by their cultural norms and heritage.      It is through these stories told from other perspectives that we learn to develop an understanding of the world around us. A child whom has never been to the deserts in Africa can listen to a story about the desert animals in Africa and begin to understand the plight the animals go through to find water because they know the feeling of being extremely thirsty.  This perpetuates the learning process, and hits the key principles of narrative learning: hearing a story, telling a story, and recognizing that story. 

Implications                          

To me this theory is easy to establish in every setting. After researching many different views on narrative learning, the main focus is to tell a story. Stories, and the art of storytelling are common in many disciplines such as psychology, literature, medicine and even law. As an educator one needs to look no further than their life experiences to enrich content for their audience. 

To begin facilitating the learning theory an educator can start by developing stories that help convey the message they wish to be delivered by their content. Relating back to the story about African desert animals and water, teachers can use visual props to aide in the process of telling their story.  A picture is worth a thousand words.

Start today. Try to break out of the routine and tell a story to relate to your peers. If you teach math, tell a story of your struggles or highlights of math as a child. Even adult educators can begin by facilitating a story that brings in varied perspectives. Relate to your students on a different level, as they relate to the anecdotes you share with them. I personally feel that narrative learning is a gift in which when employed, gives educators an immense opportunity to expand beyond the typical.

One of the best books I had the chance to read when I was a new teacher was Teacher Man by Frank McCourt.  McCourt had already been recognized for his earlier memoir Angela’s Ashes, which highlighted his Irish upbringing and tormented childhood, this book, Teacher Man, focuses on his job as a public high school teacher, and how he developed a connection through his use of storytelling.  As I read the book I realized that I do have stories that may help my students find relevance in the content I am teaching. Little by little, each year I opened up a little more of me, and to my surprise that has fostered a respect that my prior years of discipline never mustered.

The reason I share this story, is to show the implications of my message, which is educators should begin to rewrite the narrative of their teaching career by telling a story.  See where narrative learning can take you.

Some different forms of narrative, which have been applied, are: journals, autobiographies, plays, blogs, and even videos can suffice.

Table 1.1 Summary of Literature Review

General Themes of Narrative Learning	Application in Practice of Themes
1. Stories make content relevant	Tell a story to relate either your experience in life, or a story that can help understanding of new content
2. Stories can change perspectives	A story helps people learn new and never heard concepts in order to develop new knowledge or opinion. Students can write blogs or share aloud to spark conversations
3. Stories have social implications	A story can unravel truths; it can also validate a person’s heritage and culture. Use the historical story of ancestors to help students visualize.
4. Our lives are a constant story	Help people develop their uniqueness by having them journal their life story each day

Resources

Baldwin, C. (2007). Story Catcher: Making sense of our lives through story. 1st ed. Novato, California: New World.

Goodson, I. (2011). Narrative Pedagogy: life history and learning.  New York, New York: Lang Publishers.

Moore, M.E., (1988). Narrative Teaching: An Organic Methodology, Process Studies, pp.248-261, Vol. 17, (4). Winter 1988

Rosenwald, G., Ochberg, R. (1992). Storied Lives. New Haven, Connecticut: Yale University Press.