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ERIC Number: EJ1004261
Record Type: Journal
Publication Date: 2013-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 94
ISSN: ISSN-0039-3746
Narrative and Rhetorical Approaches to Problems of Education. Jerome Bruner and Kenneth Burke Revisited
Rutten, Kris; Soetaert, Ronald
Studies in Philosophy and Education, v32 n4 p327-343 Jul 2013
Over the last few decades there has been a strong narrative "turn" within the humanities and social sciences in general and educational studies in particular. Especially Jerome Bruner's theory of narrative as a specific "mode of knowing" was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives "at their far reach"--as an art form--and on several occasions he refers to the "dramatistic pentad" as an important method for "unpacking" narratives. The pentad proposed by Bruner to study narratives was developed by the American philosopher and rhetorician Kenneth Burke and is embedded in his general linguistic theory of "dramatism". From an educational perspective Bruner's reference to the work of Burke has not been elaborated upon thus far. In this paper we aim to take Bruner's suggestion at hand and explore how his educational theory of narrative as a mode of knowing can indeed be enriched by Kenneth Burke's theory and method of dramatism. We claim that specifically the rhetorical framework that is developed by dramatism offers an important "perspective about perspectives" for education in a context that is increasingly confronted with a plurality of interpretive frameworks.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A