ERIC Number: ED372092
Record Type: Non-Journal
Publication Date: 1994
Story-Telling and Narrative: A Neurophilosophical Perspective.
Liston, Delores D.
Theories of neuroscience are presented to demonstrate the significance of storytelling and narrative to education by relating brain function to learning. A few key concepts are reviewed to establish a common working vocabulary with regard to neural networks. The tensor network theory and the neurognosis theory are described to provide understanding of brain functions during learning. It is apparent that learning is based on previous learning, and that unless new information is related to preexisting student interest and knowledge, there will be no previously established neural network to which students can connect new extensions. Educators must work with the functioning of student brains, and not against it. They must recognize that the brain is structured, or "wired," to detect patterns and that there is an underlying impulse to take in information in symbolic form. Storytelling and narratives are a good way to encourage new connections and the recognition of new patterns and relationships among objects and ideas. An example is given in a description of students who learn the geography of West Africa through story-telling rather than through memorizing lists of facts and geographic details. (Contains 6 references.) (SLD)
Descriptors: Brain, Knowledge Level, Learning, Memory, Narration, Neuropsychology, Philosophy, Story Telling, Student Interests, Symbolism
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A