A narrative approach exploring philosophy in education and educational research
Date
2018
Authors
Stolz, S.A.
Ozoliņš, J.T.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Educational Studies, 2018; 44(5):578-593
Statement of Responsibility
Steven A. Stolz and Jānis T. Ozoliņš
Conference Name
Abstract
The use of narrative - in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and educational research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward (enquiring Ph.D. student and university professor), but at the same time characters we ourselves can learn from as they both dialectically engage with philosophically orientated problems.
School/Discipline
Dissertation Note
Provenance
Description
Published online: 13 Oct 2017.
Access Status
Rights
© 2017 Informa UK Limited, trading as Taylor & Francis Group