pdf Storytelling and personas as a way of understanding educational transitions

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03c_storytelling and persona method.pdf

Jerome Bruner (1996) has contrasted two ways of knowing: the narrative and the scientific. The former seeks to find a good story (which resonates with readers as life-like) while the latter seeks to draw out key concepts and ideas by abstraction and the application of logic. As one would expect of a research and development project much of the time, we operate within a formal scientific paradigm.

However, in order to complement this approach, we also intended to use narrative in order to examine actions, intentions, consequences and context. (See: http://www2.parc.com/ops/members/brown/storytelling/JSB.html John Seely Brown: ‘Story telling’ for more on this approach). Scientific research seeks to draw out key concepts and ideas by abstraction and the application of logic (Bruner, 1996). In a holistic approach to understanding and meaning making storytelling and narrative can enhance such scientific enquiry in order to examine actions, intentions, consequences and context. (See: http://www2.parc.com/ops/members/brown/storytelling/JSB.html John Seely Brown: ‘Story telling’ for more on this approach).

A good story should be emotionally engaging, capable of application in different contexts and provide a broader framework for understanding generalities, partly because there is a certain looseness of ideas. Generalities in this sense are different from knowledge derived from abstraction: in this case learning and knowledge are the result of multiple intertwining forces: content, context, and community ...