A narrative approach exploring philosophy in education and educational research

Educational Studies 44 (5):578-593 (2017)
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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, but at the same time characters we our...

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Author Profiles

Janis Talivaldis Ozolins
University of Notre Dame Australia
Steven Stolz
University of Adelaide

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References found in this work

The Logic of Scientific Discovery.Karl Popper - 1959 - Studia Logica 9:262-265.
Conjectures and Refutations.Karl Popper - 1963 - British Journal for the Philosophy of Science 19 (2):159-168.
After Virtue: A Study in Moral Theory.Samuel Scheffler - 1983 - Philosophical Review 92 (3):443.
The logic of education.Paul Heywood Hirst - 1970 - London,: Routledge and Kegan Paul. Edited by R. S. Peters.
Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.

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