What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.
What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.
This true story being told happened in New England between 1912 and 1948. Many interesting things happened in this time period: Two World Wars, a major depression and the consequences of these events. The stories of these times as recalled from the memory of Norma are not in great detail, but come together to show how life and times affect one’s destiny. Small incidences in the area of religion seem to start out and come to the front of the story. The detailed conclusion of the story pulls everything together in a way that shows a probable design which can only be seen as time permits. An interesting part of the story is the contrast between the life of a grandmother and the life of grandchildren who seem to live in a different world. And so, destinies are still taking shape.
Few events in the history of the American Far West from 1846 to 1849 did not involve the Mormon Battalion. The Battalion participated in the United States conquest of California and in the discovery of gold, opened four major wagon trails, and carried the news of gold east to an eager American public. Yet, the battalion is little known beyond Mormon history. This first complete history of the wide-ranging army unit restores it to its central place in Western history, and provides descendants a complete roster of the Battalion's members.
Few events in the history of the American Far West from 1846 to 1849 did not involve the Mormon Battalion. The Battalion participated in the United States conquest of California and in the discovery of gold, opened four major wagon trails, and carried the news of gold east to an eager American public. Yet, the battalion is little known beyond Mormon history. This first complete history of the wide-ranging army unit restores it to its central place in Western history, and provides descendants a complete roster of the Battalion's members.
Music lessons, Joe Maddy has always felt, should not be painful. They are an exciting experience at the Interlochen Arts Academy or any of the other thousands of schools around the world to which Doctor, Professor and conductor Maddy’s influence has extended during the past forty-five years. Joe Maddy of Interlochen is the lively story of one of America’s best-known, best-loved, and most colorful pioneers in music. Joe Maddy came to Interlochen, Michigan in 1928 to found the first national summer music camp. A Professor of Music at the University of Michigan, he was short on financial support, but not on enthusiasm and skill. In 1961 the music camp was reorganized as the year ‘round Interlochen Arts Academy.... The activities at Interlochen now embrace art, drama, dance, and other academic subjects, but the teaching of music remains the primary purpose. His success at teaching was highlighted in August, 1962, when an Interlochen delegation of 103 musicians and 14 ballet dancers had the honor of entertaining President Kennedy and a large audience on the lawn of the White House....
If Aphra Benn is widely regarded as the first important woman writer in English, who was the second? In literary history, the eighteenth century belongs to men: Pope and Swift, Richardson and Fielding. Asked to name a woman, even the specialist stumbles. Jane Austen? She didn't publish until 1811. Aphra Benn herself? She died in 1869. The Rise and Fall of the Woman of Letters tells the remarkable but little-known story of women writers in the eighteenth century - of poets, critics, dramatists and scholars celebrated in their own time but all but forgotten by the beginning of the new century. Eliza Haywood, Catherine Cockburn, Elizabeth Elstob, Delarivier Manley, Elizabeth Rowe, Jane Barker, Elizabeth Thomas, Anna Seward... In a book which ranges from country house to Grub Street, Norma Clarke recovers these and other writers, establishes the reasons for their eclipse and discovers that a room of one's own in the eighteenth century was as likely to be a prison cell as a boudoir.
This ground-breaking book applies the latest research and proven techniques on the body/mind connection, integration of brain hemispheres, and kinesiology to issues ranging from learning disabilities to overcoming fears.
In Lifestyle for Longevity, Norman Ford shows us how we can enhance our health and well being, and indeed extend our lives, through quality of lifestyle and positive habits. Mr. Ford presents a program that includes 27 anti-aging techniques he calls Life Constants. These Life Constants are based in part on the habits and traits observed in centenarians all over the world. Unlike most books on the subject, Lifestyle for Longevity applies a holistic philosophy to life extension. In developing his Life program, Ford investigated the results of studies from every branch of biochemistry, gerontology and medicine. He also incorporates concepts from the fields of nutrition, psychology, sociology and stress management.
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