A narrative approach exploring philosophy in education and educational research

Journal article


Stolz, Steven A. and Ozolins, John 2017. A narrative approach exploring philosophy in education and educational research. Educational Studies. 44 (5), pp. 578 - 593. https://doi.org/10.1080/03055698.2017.1388215
AuthorsStolz, Steven A. and Ozolins, John
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.

KeywordsNarrative(s); narrative enquiry; philosophy; truth; knowledge; educational research
Year2017
JournalEducational Studies
Journal citation44 (5), pp. 578 - 593
PublisherRoutledge
ISSN0305-5698
Digital Object Identifier (DOI)https://doi.org/10.1080/03055698.2017.1388215
Scopus EID2-s2.0-85031397665
Page range578 - 593
Research GroupSchool of Philosophy
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/86wwq/a-narrative-approach-exploring-philosophy-in-education-and-educational-research

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