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...

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Stories of Experience and Narrative Inquiry

This essay proposes a conception of genre based on conventionalized social motives which are found in recurrent situation‐types. The thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.

Genre as social action

In this revised second edition, Deirdre McCloskey demonstrates how economic discourse employs metaphor, authority, symmetry and other rhetorical means of persuasion. ""The Rhetoric of Economics"" shows economists to be human persuaders and poets of the marketplace, even in their most technical and mathematical moods. It is further enhanced by three new chapters and two new bibliographies.

The Rhetoric of Economics

Television has conditioned us to tolerate visually entertaining material measured out in spoonfuls of time, to the detriment of rational public discourse and reasoned public affairs. In this eloquent, persuasive book, Neil Postman alerts us to the real and present dangers of this state of affairs, and offers compelling suggestions as to how to withstand the media onslaught. Before we hand over politics, education, religion, and journalism to the show business demands of the television age, we must recognize the ways in which the media shape our lives and the ways we can, in turn, shape them to serve out highest goals.

Amusing Ourselves to Death: Public Discourse in the Age of Show Business

This essay proposes a theory of human communication based on a conception of persons as homo narrans. It compares and contrasts this view with the traditional rational perspective on symbolic interaction. The viability of the narrative paradigm and its attendant notions of reason and rationality are demonstrated through an extended analysis of key aspects of the current nuclear war controversy and a brief application to The Epic of Gilgamesh. The narrative paradigm synthesizes two strands in rhetorical theory: the argumentative, persuasive theme and the literary, aesthetic theme.

Narration as a human communication paradigm: The case of public moral argument

Bible Lessons: The Gospel According to Frye, Girard, Kermode, and Voegelin@@@The Great Code: The Bible and Literature@@@From Enlightenment to Revolution@@@Le Bouc Emissaire@@@The Genesis of Secrecy: On the Interpretation of Narrative

The MLA and Literary and Linguistic Study and Teaching: The Centennial Forum

Content with the form

I want to consider the question of authority in education more particularly in connection with my own subject, the humanities. In the sciences, which deal primarily with man's relation to nature, the question of authority is more or less taken care of by such things as repeatable experiment and the possibility of prediction. If astronomers can predict an eclipse to within a second, the question of authority is inevitably bound up with their method, and there is no use arguing about the validity of observations that leads to such an impressive prediction. But the humanities belong to the world that man himself creates; consequently, some kind of fundamental questioning of postulates is built into the humanities from the beginning. Many of our ideas on education derive from Plato and the figure of Socrates, which is so important in Plato. What Plato writes is normally in a dialogue form that very frequently develops into what he calls the symposium, a group of people meeting together at a banquet and putting forward partial and individual views of a certain central theme (such as that of love in the dialogue called The Symposium), with the hope that this theme will manifest itself with all the vividness and impressiveness of a Platonic form or idea in the middle of society. In his last and most complicated work The Laws, Plato begins unexpectedly with the symposium that has a crucial importance in the actual regulating of society. He says that the symposium is an important element in education and is, to that extent, one of the ways of achieving the vision of authority that underlies The Laws. It seems extraordinary that the symposium should be used in this way in a work as serious and as comprehensive as The Laws, because elsewhere, Plato is quite clear about the limitations of the symposium in

Northrop Frye

Papers

Bible Lessons: The Gospel According to Frye, Girard, Kermode, and Voegelin@@@The Great Code: The Bible and Literature@@@From Enlightenment to Revolution@@@Le Bouc Emissaire@@@The Genesis of Secrecy: On the Interpretation of Narrative

The MLA and Literary and Linguistic Study and Teaching: The Centennial Forum

Content with the form

The Teacher's Source of Authority.

A kritika anatómiája