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A narrative approach exploring philosophy in education and educational research
Stolz, Steven A. Ozoliņš, Jānis T.
Stolz, Steven A.
Ozoliņš, Jānis T.
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.
Keywords
Narrative(s), narrative enquiry, philosophy, truth, knowledge, educational research
Date
2017
Type
Journal article
Journal
Educational Studies
Book
Volume
44
Issue
5
Page Range
578-593
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled