...The Christian Story and Our Stories: Narrative Pedagogy in Congregation Life In the feature article " The Christian Story and Our Stories: Narrative Pedagogy in Congregation Life" the author, Benjamin D. Espinoza, explains the educational strategy of narrative pedagogy, its characteristics and creative ways to apply it effectively in religious and secular ambits in our life. First, narrative pedagogy is an approach to teaching that involve our life stories through creative ways and another life stories (in the Christian ambit biblical stories) to form and renovate our life from the past through the present to the future. The purpose of explain the theological truths through stories is to develop a clearer understanding of the ideas, avoiding...
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...Slavery was a crucial part in the foundation of the New World. The slaves provided the labor necessary to settle and develop the New World. In the article provided, I chose Alice Alexander’s and Andy J. Anderson’s personal narrative on the subject of slavery and their own experiences in the era. In Alice Alexander’s narrative of Slavery in Oklahoma, personally describes her time as a slave and her master mentioning “Chile Colonel Threff owned about two or three hundred head o' niggers, and all of 'em was tributed to his po' kin.”, in which depicts the ideal image of how the slaveholder was in desperate need of labor for its continuous business growth. Alexander’s narrative also portrays the many flaws that the slaves were offered including...
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...the storied nature of law. In recognising that stories are an important part not only of individual understanding of the world, but also in interpreting the law, this essay will seek to expose the myth of objectivity in legal narratives by exploring the favouring of facts within stories of legal adjudication and interpretation. Stories are one way that individuals deal with their...
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...Auxier describes it as “ a lasagna of ideas about time and dreams” (Auxier, 280) and begins with firstly explaining the idea of mementoes and totems. A “totem” is an object that the characters in this film keep with them in real life and in the dream world. It is identified as something unique, heavy and that only the owner is allowed to handle. Its purpose is to provide the dream-invaders a way of knowing whether they are in the dream world or in reality. If a totem is expected to fall, or operate in a certain way, then any change in this indicates that you are in a dream. Most importantly, Auxier says that this serves as “a point of connection between what you’re experiencing within yourself (beliefs, perceptions, assumptions) and the way the world really is.” (Auxier, 282) The idea of a “totem” allows for continuity of time in the narrative, it acts as a guide when discontinuities are found. Furthermore, both films attempt to explore the same problem, the continuity and discontinuity in our experience, and how discontinuity affects our ability to know the truth about the world we live in. Between the time passing and the way we experience it, lies a gap; however this is where memory comes into play. Memory is the way we see our world (through our past experiences) therefore we carry it around everywhere we go, and with every new experience, we use memory as a point of reference. Our past...
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...The Gender Politics of Narrative Modes I want to challenge two linked assumptions that most historians and critics of the English novel share. The first is that the burgeoning of capitalism and the ascension of the middle classes were mainly responsible for the development of the novel. The second is that realism represents the novel's dominant tradition. [note 1] I want to propose instead that, as surely as it marked a response to developing class relations, the novel came into being as a response to the sex-gender system that emerged in England in the seventeenth and eighteenth centuries. [note 2] My thesis is that from its inception, the novel has been structured not by one but by two mutually defining traditions: the fantastic and the realistic. [note 3] The constitutive coexistence of these two impulses within a single, evolving form is in no sense accidental: their dynamic interaction was precisely the means by which the novel, from the eighteenth century on, sought to manage the strains and contradictions that the sex-gender system imposed on individual subjectivities. For this reason, to recover the centrality of sex and gender as the novel's defining concern is also to recover the dynamism of its bimodal complexity. Conversely, to explore the interplay of realist and fantastic narratives within the novelistic tradition is to explore the indeterminacy of subjectivities engaged in the task of imposing and rebelling against the constraining order of gender difference. ...
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...literature on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French and German traditions of social theory meet. The author Deb Stewart is a Lecturer in the School of Management, Victoria University, Melbourne, Victoria, Australia. Keywords Learning organization, Organizational learning, Organizational change, Metaphor, Narratives Abstract Examines the theoretical and practical development of the concept of the learning organisation (LO). Some theorists...
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...Family Counseling Approach: Narrative Lisa R. Murray Liberty University Online Abstract Narrative therapy is a therapeutic approach that is used alone or in conjunction with other methods of therapy. This particular method of therapy is used in family therapy to help clients focus on gaining access to preferred story lines in reference to their lives and identities the family dynamics that may affect them. The preferred story line will replace the place of the previous negative and self-defeating narratives about themselves. Helping clients within a family counseling to begin to become the author of their own story is important in many cases to overcoming multigenerational affects. Narrative therapy aids in this process. This comprehensive evaluation of narrative therapy within the structure of family therapy and the integration of faith will be constructed in the following pages. Keywords: self-defeating, Narrative therapy, multigenerational, therapeutic Introduction Narrative therapy is considered apart of the Social Construction Model. This particular type of therapy, the counselor or therapist is not a dominant entity or focal point of the process. Instead the therapist is seen as an influential individual to the client. The counselor will aid the client with the process of internalization and the creation of new stories or narratives within themselves that help them to draw new assumptions about themselves. This is done through the process of the client...
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...Through narrative therapy a counselor can help clients gain access to preferred story lines about their lives and identities taking the place of previous negative and self-defeating narratives that destroy the self. Presented in this paper, is an overview of the Narrative therapy and the Social Construction Model and several facets of this approach including poststrucuralism, deconstructionism, self-narratives, cultural narratives, therapeutic conversations, ceremonies, letters and leagues. A personal integration of faith in this family counseling approach is presented and discussed also in this paper. NARUMI AMADOR’S FAMILY CONSELING APPROACH Introduction Narrative therapy is found under the Social Construction Model. Using the Narrative approach, the therapist will not be the central figure in the therapeutic process, instead he will be influential to the client, helping him/her internalize and create new stories within themselves to draw new and healthier assumptions about who they are. This process enables clients to distract from focusing on the negative narratives which defined their past, redefining their lives into future positive stories. Narrative therapists define the problem as the problem instead of defining the client as the problem. The therapy process begins redefining the problem, externalizing it and getting it out in the open. The narrative therapist uses the questioning technique and creates alternative narratives to connect...
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...On the Horizon Emerald Article: Review of Storytelling in Organizations: Why Storytelling Is Transforming 21st Century Organizations and Management by John Seeley Brown Sharon L. Comstock Article information: To cite this document: Sharon L. Comstock, (2006),"Review of Storytelling in Organizations: Why Storytelling Is Transforming 21st Century Organizations and Management by John Seeley Brown", On the Horizon, Vol. 14 Iss: 4 pp. 175 - 177 Permanent link to this document: http://dx.doi.org/10.1108/10748120610708104 Downloaded on: 16-09-2012 References: This document contains references to 3 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 687 times since 2006. * Users who downloaded this Article also downloaded: * Hui Chen, Miguel Baptista Nunes, Lihong Zhou, Guo Chao Peng, (2011),"Expanding the concept of requirements traceability: The role of electronic records management in gathering evidence of crucial communications and negotiations", Aslib Proceedings, Vol. 63 Iss: 2 pp. 168 - 187 http://dx.doi.org/10.1108/00012531111135646 Brian Matthews, Catherine Jones, Bartlomiej Puzon, Jim Moon, Douglas Tudhope, Koraljka Golub, Marianne Lykke Nielsen, (2010),"An evaluation of enhancing social tagging with a knowledge organization system", Aslib Proceedings, Vol. 62 Iss: 4 pp. 447 - 465 http://dx.doi.org/10.1108/00012531011074690 Paul Clough, Jiayu Tang, Mark M. Hall, Amy Warner, (2011),"Linking archival data to location:...
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...Csikszentmihalyi, and Richard Carlson, I identify two types of experience in user–product interactions: satisfying experiences and rich experiences. A satisfying experience is a process–driven act that is performed in a successful manner. A rich experience has a sense of immersive continuity and interaction, which may be made up of a series of satisfying experiences. Based on this definition, I identify a set of design principles with which to create products that evoke rich experiences. These principles are intended to encourage designers to think about how to create user–product interactions that suggest values and communicate meanings that enrich the quality of life. Narrative plays a key role in these design principles. Our series of life experiences form a narrative; the values that designers impart in an object form a narrative which is elaborated...
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...organisational change Steve Ryan, 17 Aug 15 INTRODUCTION Change is often forces upon organisations, be it through internal forces (e.g. a change in organisational strategy) or external forces (a change in government legislation or customer demand) (Jabri, 2012, p. 4). No matter the reason, it is important that managers, leaders and change agents are able understand the change process, predict issues and react appropriately. In an effort to further our understanding of organisational change, this paper will discuss how change is relational and, therefore, the product of mundane conversations. In achieving this, the paper will consider the meaning of organisational change, the meaning of conversations and social construction, and the role of conversations within change. In discussing these definitions and examining the role of conversations within organisational change, we will be able to highlight fictions within the change process and identify methods of negating them. UNDERSTANDING ORGANISATIONAL CHANGE The definition of change is one that has been discussed and debated by philosophers throughout the ages. An ancient criterion of change states that an object, x, changes if and only if there are distinct times, t and t’, and property p, such that x has p at t and fails to have p at t’, or vice versa (Lombard, 1978, p. 63). This criterion looks at change in the widest sense. To understand organisational change, we need look deeper into what creates change, how...
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...starting a paragraph with a topic sentence, your audience may immediately identify your topic. This construction also helps you, the writer, stay focused on your subject. Consider the following example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical or personal details • A simple story, or narrative • Descriptions • Division and classification • Analysis • Process analysis • Definitions • Cause-effect • Comparison-contrast • Argument The previous paragraph about journals used examples to support the topic sentence. Consider the paragraph following the introduction:...
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...travel through time. Although the novelist makes references to historical events in the book, this work cannot be called as historical fiction. Rather it falls into the category of Alternate history. It belongs to the genre where the author alters events that really happened in the past and sets his plot in the resulting changes. In the case of Flight, the novel can be called speculative fiction with a heavy dose of history and historical elements. In this narrative of Zits’ story, the author makes the protagonist jump into different historical identities. Zits does this as he travels through time and revisits history. Zits understanding of violence changes as he travels through these different...
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...Brief Therapy and Narrative Therapy are: - Collaborative relationship between therapist and client - Client considered expert on own life - Focus on solutions (alternative stories) rather than problems - Positive (or optimistic) orientation - Emphasise client’s strengths rather than weaknesses - Clients set their own goals (take an active role) - Focus on the future - Use of questions - Belief that small steps lead to bigger changes - Postmodern idea that there are multiple realities and truths (they are not objective facts) - Importance of language An advantage of using both Solution-Focused Brief Therapy and Narrative Therapy together is that the therapist has more techniques or strategies to draw on as they see fit for the each individual client. Due to the many similarities between the two combining seems very appropriate. Many of the basic concepts and techniques of these Postmodern approaches could be quite easily be integrated into other therapeutic perspectives. For instance, the Feminist Perspective with its focus on how gender-roles and how they affect present behaviour could benefit from the use of exception questions, the miracle question, deconstruction and the creation of alternative stories. Or the Reality Perspective with its focus on each individual being responsible for what they choose to do could benefit from the use of exception questions and identifying small steps that are already being taken in the direction of desired change. Or the Cognitive-Behavioural...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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