Kathleen McLaughlin

Bio: Kathleen McLaughlin is an academic researcher. The author has contributed to research in topics: Metaphor & Narrative. The author has an hindex of 6, co-authored 7 publications receiving 4610 citations.

Time and narrative

Abstract: In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

The Rule of Metaphor : Multi-disciplinary Studies of the Creation of Meaning in Language

Abstract: Originally published in English in 1978, this full-scale examination of the philosophy of metaphor from Aristotle to the present, brings together and discusses significant viewpoints on metaphor held by writers in various disciplines. These include linguistics and semantics, the philosophy of language, literary criticism, and aesthetics.

Five Misunderstandings About Case-Study Research

Abstract: This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

Stories of Experience and Narrative Inquiry

Abstract: Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

Narrative configuration in qualitative analysis

Abstract: Narrative inquiry refers to a subset of qualitative research designs in which stories are used to describe human action. The term narrative has been employed by qualitative researchers with a variety of meanings. In the context of narrative inquiry, narrative refers to a discourse form in which events and happenings are configured into a temporal unity by means of a plot. Bruner (1985) designates two types of cognition: paradigmatic, which operates by recognizing elements as members of a category; and narrative, which operates by combining elements into an emplotted story. Narrative inquiries divide into two distinct groups based on Bruner's types of cognition. Paradigmatic‐type narrative inquiry gathers stories for its data and uses paradigmatic analytic procedures to produce taxonomies and categories out of the common elements across the database. Narrative‐type narrative inquiry gathers events and happenings as its data and uses narrative analytic procedures to produce explanatory stories.

Life as Narrative

Abstract: indeed may not be quite possible But I have no doubt it is worth a try It has to do with the nature of thought and with one of its uses It has been traditional to treat thought, so to speak, as an instrument of reason Good thought is right reason, and its efficacy is measured against the laws of logic or induction Indeed, in its most recent computational form, it is a view of thought that has sped some of its enthusiasts to the belief that all thought is reducible to machine computability But logical thought is not the only or even the most ubiquitous mode of thought For the last several years, I have been looking at another kind of thought (see, eg, Bruner, 1986), one that is quite different in form from reasoning: the form of thought that goes into the construction not of logical or inductive arguments but of stories or narratives What I want to do now is to extend these ideas about narrative to the analysis of the stories we tell about our lives: our "autobiographies" Philosophically speaking, the approach I shall take to narrative is a constructivist one a view that takes as its central premise that "world making" is the principal function of mind, whether in the sciences or in the arts But the moment one applies a constructivist view of narrative to the self-narrative, to the autobiography, one is faced with dilemmas Take, for example, the constructivist view that "stories" do not "happen" in the real world but, rather, are constructed in people's heads Or as Henry James once put it, stories happen to people who know how to tell them Does that mean that our autobiographies are constructed, that they had better be viewed not as a record of what