Introducing key ideas of narrative inquiry, this is the first book to explore in depth the theoretical underpinnings of the methodology. The authors open up ways of thinking about people's experiences and their lives, which are situated and shaped by cultural, social, familial, institutional, and linguistic narratives. The authors draw on a range of theorists, creative nonfiction writers, poets, and essayists. The book is arranged into five parts covering a range of topics including: embodiment, memory, knowledge, wonder, imagination, (...) community, responsibility, and place. Each section ends with a methodological discussion of their work involving refugee families with young children from Syria. (shrink)

Narrative inquiry in a nursing practicum One approach to creating research‐based nursing education is to think and write narratively about the daily life of a BScN program student and her teacher in diverse settings and over time. Gail, as a nurse‐teacher, and Faith, as a nursing student and now Public Health Nurse, reconstruct their teaching–learning experiences in an integrated practicum in maternal–child health services as a narrative inquiry. After presenting this reconstruction of experience at a conference (...) on maternal scholarship, further inquiry into their experiences shows how narrative inquiry matters to construction of nursing praxis and to life‐long learning as a nurse. Teaching–learning relationships are seen as a template for a student's connections to people experiencing nursing care and to other clinicians. Construction of stories to live by that take into account becoming a nurse, constructing knowledge and enacting caring–healing nursing practices is illuminated through narrative inquiry. (shrink)

Relational ethics is at the heart of narrative inquiry; it should guide and shape all forms of narrative inquiry. This books takes on a conceptual framework for the practice of relational ethics in research, using a broadly ontological approach. It can be read as a standalone text or in conjunction with Engaging in Narrative Inquiry and Engaging in Narrative Inquiry with Children and Youth to give an in-depth discourse around the main issues (...) in narrative inquiry research. (shrink)

Instruction in the arts of life is something other than conveying information about them. It is a matter of communication and participation in values of life by means of imagination, and works of art are the most intimate and energetic means of aiding individuals to share in the arts of living. In teaching for aesthetic experience, I ask my students, most of whom are classroom teachers, to bring their lived experiences to each encounter with a work of art to determine (...) the meaning and value for their lives. Central to this engagement is the development of the skills of aesthetic perception and response through the analysis of form and content in dance, drama, music, and the visual arts.2 To provide a.. (shrink)

While feelings of disgust and repulsion are experienced and accepted as part of care practices of nurses who work in palliative care, they are often silenced. Working alongside two palliative care nurses in a hospice setting, we engaged in a narrative inquiry to inquire into their experiences of disgust. The study took place in a palliative care setting in a large urban city in Germany. We understand care practices as actions that follow a logic of care. According to (...) a logic of care, actions are situated within a social context, given by specific relationships including power, and individual needs. Various aspects of disgust are visible in the experiences of the participants and highlighted in the narrative threads of disgust and silence, disgust and protection, and disgust and boundaries. Embedded in the experience of disgust of nurses working in palliative care, we see that there are borderlands of care that challenge who we are and are becoming. Opening discussion about disgust in nursing makes visible the complexity of care. (shrink)

This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and education. For over three decades, I accepted the dominant script presented to me through my education, both formal and informal, which assumes that the brain creates consciousness. Further, when the brain dies, consciousness dies with it. However, the unexpected death of my partner pushed me to investigate these assumptions. Through reading consciousness studies research, I (...) learned of considerable empirical evidence that challenges the materialist paradigm taken for granted in the educational and social cultures in which I was raised. An analysis of the literature, combined with the learning gained from my own experiences, transformed my understanding of reality. This led me to radically question the ontological and epistemological assumptions of mainstream educational and social research. I end with a call for the development of an integral framework for consciousness education that would liberate researchers and educators from the materialist paradigm that is so deeply embedded in Western culture and contribute to an emerging postmaterialist worldview. (shrink)

This dissertation explores the life and work of a philosophy of education and multicultural education teacher, through the use of narrative inquiry. As a Palestinian/Lebanese Canadian researcher, teacher, mother, activist and writer, I present the journey of freeing myself from colonial grand narratives through the construction of my personal, practical knowledge and values, while providing an answer to the question: “What does it mean to be situated on the boundary between the English West and the Middle Eastern Arab (...) world?” I demonstrate how the Orientalist tradition, as defined by Edward Said, served to confuse, frustrate, and alienate me as an embodied person situated within a web of historical, ethnic, linguistic, social, and cultural tensions. I describe how, having been educated in an English missionary school in the context of a Palestinian culture of dispossession and Diaspora, this education served to paradoxically both estrange and enrich me. I demonstrate how narrative inquiry, modeled after Clandinin and Connelly, has enabled me to understand and communicate who I really am as an educator in the multiple social contexts I have known. Through story-ing my epistemology, I illustrate how the Canon in philosophy and the grand meta-narratives underpinning it served to oppress and alienate me over the years. I emphasize that education is not value-neutral. My autobiographical writing in this dissertation explores how the constructs of ethnicity, gender, religion, culture, language, and class serve to shape thinking and values. [...]. (shrink)

Canadian Schools of Nursing rest upon white, colonial legacies that have shaped and defined what is valued as nursing knowledge and pedagogy. The diversity that exists in clinical nursing and is emerging within the graduate student population is not currently reflected within nursing faculty and academic leadership. Black, Indigenous, and People of Color (BIPOC) nurse leaders, historically and presently, are repeatedly left unacknowledged as knowers and keepers of nursing knowledge. This lack of diversity persists across nursing knowledge generation, research, and (...) healthcare practices that ultimately aim to serve the increasingly diverse Canadian population. This narrative inquiry study examined the experiences of eight BIPOC graduate nursing students as they navigated white academic nursing spaces. The findings are presented to reflect their experiences of entrenched in whiteness, erasure of identity, and navigating belonging. These study findings highlight the importance of surfacing academic nursing history shaped by colonialism and racism, the need to diversify nursing faculty and the graduate nursing student population, and implementing nursing curricular and syllabi audits to ensure that they reflect the multitude of ways of knowing to expand dominant Eurocentric and Western knowledge in nursing education. (shrink)

There is certainly no shortage of studies describing the unwanted effects of infidelity in the relevant literature. By contrast, this paper examines the previously unexplored face of infidelity – namely, the subjectively perceived positive effects. One hundred and four participants from Slovakia in emerging and/or young adulthood shared their relationship history through semi-structured interviews (transcribed verbatim). Sixty-nine of these were self-moderated in written form. The same topics were covered in the two types of interview. Using a categorical-content analysis method, four (...) categories were created. These described the constructive functions of infidelity, including enhancing relationship quality; aiding a desired breakup; satisfying unmet needs; and facilitating the decision-making process during the transition period before settling into a long-term relationship. For future research we recommend differentiating between beneficial episodes of infidelity, focusing on personal characteristics and subjective experiences of infidelity, and including non-heterosexual participants. (shrink)

Lack of access to health care coupled with a severe shortage of physicians is on the forefront of much debate nationally and internationally. Rural areas often suffer the most. Innovations in medical education, such as the creation of rural immersion rotations, are attempting to solve this health crisis. The purpose of this study was to investigate and analyze the narrative writings of 36 fourth–year medical students and primary care residents that participated in a rural immersion rotation in the Mississippi (...) Delta. A grounded theory data analysis led to the emergence of four central themes: Positive reflections of the experience, community health, limited access to health care, and alteration of prior perceptions. The findings of this research provide rich data from the perspective of the medical student and resident. This study concluded that the use of narrative inquiry was beneficial within the rural immersion experience, and the experience positively influenced and impacted medical students and residents. (shrink)

By tracing its own narrative from the feminist pragmatism of the 1980s-2000s back to the avant-la-lettre feminist pragmatism of the Progressive Era, this chapter explores the use of narrative within feminist pragmatism. It pays particular attention to uses of narrative in Charlotte Perkins Gilman, Anna Julia Cooper and Jane Addams to reveal the usefulness of narrative as a feminist pragmatist mode of inquiry and of elucidating meaning. The chapter concludes with a brief suggestion of where (...) feminist pragmatist narrative may take us next. (shrink)

This book analyzes a rich and diverse body of philosophical and theological literature concerning the import of narrative for the understanding of morality. Nelson begins by examining the theses that to understand oneself, a tradition, and history as a whole, they must be understood in the context of a narrative. Recent philosophical writings on the relation of narrative to the moral concepts of social groups and individuals—including Alasdair MacIntyre's proposal for the rehabilitation of an ethic of virtue (...) shaped by narrative—are explored. Issues discussed include the freedom of moral agents in relation to their narratives, the relation between narrative and universal moral rules, and the problem of relativism. Next, Nelson classifies theological uses of narrative as belonging to either a liberal-universalistic or postliberal-particularistic tradition and considers the implications of construing scripture as narrative for the problematic relation between scripture and ethics. The work of Stanley Hauerwas, the foremost narrativist in Christian ethics, is analyzed at length. Nelson argues that while narrative is a necessary focus, it does not exhaust the methodological agenda. Narrative is not, as its advocates sometimes suggest, a universal solvent for every theological problem and disagreement. An adequate Christian ethics must not lose sight of the universal, narrative-independent features of morality. Since the realm of the moral is an interweaving of narrative-dependent and narrative-independent features, Christian ethics stands to profit from both narrativist and rationalist insights. The role of narrative is demonstrably a major topic of conversation across several fields in religious studies today. Particularly designed for scholars in ethics, theology, and the philosophy of religion, the book is a reliable guide to an expanding literature and a judicious introduction to these interdisciplinary discussions. (shrink)

This book analyzes a rich and diverse body of philosophical and theological literature concerning the import of narrative for the understanding of morality. Nelson begins by examining the theses that to understand oneself, a tradition, and history as a whole, they must be understood in the context of a narrative. Recent philosophical writings on the relation of narrative to the moral concepts of social groups and individuals—including Alasdair MacIntyre's proposal for the rehabilitation of an ethic of virtue (...) shaped by narrative—are explored. Issues discussed include the freedom of moral agents in relation to their narratives, the relation between narrative and universal moral rules, and the problem of relativism. Next, Nelson classifies theological uses of narrative as belonging to either a liberal-universalistic or postliberal-particularistic tradition and considers the implications of construing scripture as narrative for the problematic relation between scripture and ethics. The work of Stanley Hauerwas, the foremost narrativist in Christian ethics, is analyzed at length. Nelson argues that while narrative is a necessary focus, it does not exhaust the methodological agenda. Narrative is not, as its advocates sometimes suggest, a universal solvent for every theological problem and disagreement. An adequate Christian ethics must not lose sight of the universal, narrative-independent features of morality. Since the realm of the moral is an interweaving of narrative-dependent and narrative-independent features, Christian ethics stands to profit from both narrativist and rationalist insights. The role of narrative is demonstrably a major topic of conversation across several fields in religious studies today. Particularly designed for scholars in ethics, theology, and the philosophy of religion, the book is a reliable guide to an expanding literature and a judicious introduction to these interdisciplinary discussions. (shrink)

Against the view that the physical sciences should be the privileged source of reliable knowledge within the academy in general, and in philosophy in particular, this essay argues that an interdisciplinary approach to knowledge-production, one that includes social and psychological assessment as well as narrative analysis, can better capture the diverse range of human epistemic activities as they occur in their natural settings. Postpositivist epistemologies, including Lorraine Code's social naturalism, Satya Mohanty's and Paula Moya's postpositivist literary and pedagogical projects, (...) and Linda Alcoff's dialogical template for knowledge form the basis of a revised naturalized epistemology that is more accountable to a socially engaged inquiry. This revised naturalism shifts orientation from the idealized setting of the laboratory and its a priori conditions for knowledge to localized settings, where knowledge emerges out of diverse contextualized interpretations of the natural and social world that interlocutors produce as they dialogue with one another. Mayra Montero's neocolonial narrative thematizes the spatial shift of scientific activity, showing how epistemic authority, aligned with North American interests and regional identity, is established, withheld from others, and contested. (shrink)

Skin conditions such as eczema and psoriasis are relatively prevalent health concerns in children, adolescents and young adults. Experiences of these dermatology diagnoses in adolescence have hitherto not been the focus of research, perhaps owing to assumptions that these diagnoses are not particularly impactful or intricate processes, events or labels. We draw on a thematic secondary analysis of in-depth interviews with 42 adolescents and young people living in the United Kingdom and, influenced by the sociologies of diagnosis and time, highlight (...) the psychological, emotional, social and temporal complexities involved in their diagnosis experiences. Firstly, we describe how participants remembered, re- and co-constructed their diagnosis experiences during the interview. Secondly, we explore the pace and rhythm of diagnosis, including mis-diagnoses, highlighting the jarring potential for adolescents on being diagnosed, even for conditions typically deemed minor. Thirdly, we consider the ways in which these diagnoses have the capacity to reformulate notions of past, present and future, including projecting into imagined futures and reinterpreting past bodily sensations. Finally, we examine how memories about and the meaning of diagnosis are revisited, revised and potentially replaced as a child or adolescent grows older, and increases their management of their condition and encounters with healthcare professionals. In unsettling an assumption that diagnosis experiences for adolescents of common skin conditions is unproblematic or straightforward, our qualitative analysis critically engages with and contribute to tenets of health research that are of interest to quantitative and qualitative researchers, clinicians and patients. (shrink)

To raise the question of the nature of narrative is to invite reflection on the very nature of culture and, possibly, even on the nature of humanity itself. So natural is the impulse to narrate, so inevitable is the form of narrative for any report of the way things really happened, that narrativity could appear problematical only in a culture in which it was absent—absent or, as in some domains of Western intellectual and artistic culture, programmatically refused. As (...) a panglobal fact of culture, narrative and narration are less problems than simply data. As the late Roland Barthes remarked, narrative "is simply there like life itself . . . international, transhistorical, transcultural."1 Far from being a problem, then, narrative might well be considered a solution to a problem of general human concern, namely, the problem of how to translate knowing into telling,2 the problem of fashioning human experience into a form assimilable to structures of meaning that are generally human rather than culture-specific. We may not be able fully to comprehend specific thought patterns of another culture, but we have relatively less difficulty understanding a story coming from another culture, however exotic that culture may appear to us. As Barthes says, "narrative...is translatable without fundamental damage" in a way that a lyric poem or a philosophical discourse is not. · 1. Roland Barthes, "Introduction to the Structural Analysis of Narratives," Music, Image, Text, trans. Stephen Heath , p. 79.· 2. The words "narrative," "narration," "to narrate," and so on derive via the Latin gnārus and narro from the Sanskrit root gnâ . The same root yields γνωριμος : see Emile Boisacq, Dictionnaire étymologique de la langue grecque , under the entry for this word. My thanks to Ted Morris of Cornell, one of our greatest etymologists. Hayden White, professor in the program of history of consciousness at the University of California, Santa Cruz, is the author of The Tropics of Discourse: Essays in Cultural Criticism, The Greco-Roman Tradition, and Metahistory: The Historical Imagination in Nineteenth Century Europe. " The Narrativization of Real Events" appeared in the Summer 1981 issue of Critical Inquiry. Critical Responses to the present essay include Louis O. Mink's "Everyman His or Her Own Annalist", and Marilyn Robinson Waldman's "The Otherwise Unnoteworthy Year 711: A Reply to Hayden White," both in the Summer 1981 issue of Critical Inquiry. (shrink)

Narrative picturing is a creative interviewing technique that can be applied within qualitative research interviews with the aim of enhancing the ‘richness’ of narrative data. This paper describes briefly narrative picturing and its theoretical underpinnings. Whilst using this technique within a dedicated study of people with experience of self‐cutting, two key factors emerged in relation to advancing the use of narrative picturing. These were overcoming the inhibitions of the person interviewed and the exploration of personal meaning(s) (...) disclosed during narrative picturing, which were commonly found to be particularly abstract or unprocessed. This paper suggests interviewing techniques aimed at overcoming these potential limitations. Once overcome, narrative picturing appeared to support the exploration and narration of more ‘in‐depth’ accounts of lived experience, enhancing understandings of both the person interviewed and the researcher. (shrink)

This paper aims at unfolding political conspiracies that help to manipulate political reality in Pakistan. It significantly builds on the empirical data to show how language and social semeiotics are used to coin catchy slogans to serve the politicians. Political narratives remained a field of utmost interest to the discourse analysts since they offer a rich data for a significant use of persuasively manipulative language, and they signify one of the most implicit ways in which socio-political dogmas are disseminated so (...) they are to be carefully crafted to help model linguistic choices. Based on Discourse Historical Approach the present study highlights that the identifiable linguistic patterns perform a greater role in shaping political reality, and those are influenced by the sociopolitical and historical perspectives of the society concerned. The data comprises slogans from different registered political parties in Pakistan such as Pakistan People’s Party, Pakistan Muslim League Nawaz and Pakistan Tehreke’ Insaf. The study has found that the political parties in Pakistan use to craft new slogans to manipulate reality to legitimise political environment in their favour and in doing so, they use different semiotic resources including entities, socio-cultural circumstances and verbal exchanges. (shrink)

The objective of this article is twofold. In the first part, I discuss two issues central to any theoretical inquiry into mental imagery: embodiment and consciousness. I do so against the backdrop of second-generation cognitive science, more specifically the increasingly popular research framework of embodied cognition, and I consider two caveats attached to its current exploitation in narrative theory. In the second part, I attempt to cast new light on readerly mental imagery by offering a typology of what (...) I propose to be its four basic varieties. The typology is grounded in the framework of embodied cognition and it is largely compatible with key neuroscientific and other experimental evidence produced within the framework. For each imagery variety, I make some elementary suggestions as to how it may typically be cued by distinct narrative strategies. (shrink)

Narrative and exploration: toward a poetics of knowledge in nursingThe dualism of subject and object has been a traditional model for nursing knowledge. That model is portrayed here as an epistemological exile. Our self‐imposed exile from the lived world of nursing can be remedied by inquiry based on engagement rather than distance. One model for engaged inquiry is explorers'journeys in remote regions. Knowledge of a region can be local or colonial, according to the explorer's stake in the (...) region as homeland or territory. Nursing is an existential region where people live. In the exploration of nursing as homeland, knowledge takes the form of local narrative, the story of a place told by its inhabitants. Narrative inquiry offers nursing an epistemology that is both ethically and aesthetically congruent with its practice of engagement. (shrink)

By revealing the centrality of stories to action, to social life and to inquiry together with the implicit assumptions in polyphonic stories about the nature of humans, of life and of physical reality, this paper examines the potential of stories to transform civilization. Focussing on the failure of environmentalists so far in the face of the global ecological crisis, it is shown how ethics and political philosophy could be reconceived and radical ecology reformulated and reinvigorated by appreciating and exploiting (...) the potential of stories. This could enable radical ecologists to effect the major social and economic changes necessary to meet the global ecological crisis. What we need, it is argued, is a new, polyphonic grand narrative. (shrink)

In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and (...) touches upon some ways to temper them. (shrink)

This edited collection draws on a range of disciplines in exploring the central place of narrative in social inquiry and understanding the ethical life. It provides scholarly and practical insights into the rewards and potential pitfalls of working in, and with narrative. It offers readers a broad range of carefully considered examples; the use of art in enhancing insight into the plights of rural communities in Australia; the use of illness narratives in medical education; applying narratives of (...) torture survivors and torturers in shaping humane political response and policy in the face of terrorism, and the place of the music, as a vehicle of story telling and moral growth. This volume illuminates the explicit links between the importance of narrative, that is, the telling of stories to create shape and meaning in our lives, and ethical engagement so critical to the achievement of a good life. (shrink)

We define our conscious experience by constructing narratives about ourselves and the people with whom we interact. Narrative pervades our lives--conscious experience is not merely linked to the number and variety of personal stories we construct with each other within a cultural frame, but is subsumed by them. The claim, however, that narrative constructions are essential to conscious experience is not useful or informative unless we can also begin to provide a distinct, organized, and empirically consistent explanation for (...) narrative in relation to consciousness. Understanding the role of narrative in determining individual and collective consciousness has been elusive from within traditional academic frameworks. This volume argues that addressing so broad and complex a problem requires an examination from outside our insular disciplinary framework. Such an open examination would be informed by the inquiries and approaches of multiple disciplines. Recognition of the different approaches to examining personal stories will allow for the coordination of how narrative seems, with what mental labor it does, and how it is realized. Only by overcoming the boundaries erected by multiple theoretical and discursive traditions can we begin to comprehend the nature and function of narrative in consciousness. Narrative and Consciousness brings together essays by exceptional scholars and scientists in the disciplines of literary theory, psychology, and neuroscience to examine how stories are constructed, how stories structure lived experience, and how stories are rooted in material reality. The specific topics addressed include narrative in the development of conscious awareness; autobiographical narrative, fiction and the construction of self; trauma and narrative disruptions; narrative, memory and identity; and the physiological and neural substrate of narrative. It is the editors' hope that the multidisciplinary nature of this collection will challenge the reader to move beyond disciplinary confines and toward a coherent interdisciplinary dialogue. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 37.1 (2004) 42-71 [Access article in PDF] Narrative as Argument in Indian Philosophy: The Astavakra Gita as Multivalent Narrative Scott R. Stroud Department of Philosophy Temple University Indian philosophy has often been described as radically different in nature than Western philosophy due to its frequent use of narrative structure. By employing poetic elements in their use of language, such texts attempt to convey (...) deep metaphysical truths and philosophical positions about reality that are in many cases quite different from Western ideas (Babbili 1997). Often, these ways of conveying truths are an integral part of that truth. One particularly useful form is narrative, taking instantiations such as a dialogue between characters. Philosophical dialogues such as the Bhagavad Gita and the Astavakra Gita (also known as the Astavakra Samhita ) use a portrayed conversation involving a guru or deity to convey didactic lessons and values to the receptive audience, both ancient and modern. As texts such as the Bhagavad Gita gain in popularity and circulation in the Western world (Minor 1982; Paine 1998; Sharpe 1985), philosophical and rhetorical inquiry must be extended to explain how these texts function in an argumentative philosophical context.Stroud (2002a, 2002b) has advanced the idea that such ancient Indian narratives argue through the use of contradictions and conflicting value structures;1 he labels such texts as multivalent narratives since their use of contradictory value structures compel audience members to reconstruct the narrative's message and allow for the acceptance of novel views. Multivalent narratives are to be distinguished from polysemic narratives (Fiske 1986) in that the latter concern different audience members finding a preferred position from the ambiguous story. Polysemic narratives involve the difference in meaning of the same story to different auditors. Condit criticizes this notion of polysemic narratives and advances her own concept of polyvalent narratives. The concept of a polyvalent narrative involves different auditors understanding the same story in similar ways, but differing in how they evaluate its message. Condit's research with a popular television [End Page 42] show and two students from radically different backgrounds on abortion finds that they understood what occurred in a very similar fashion; they differed in that they "disagree[d] about the valuation of those denotations to such a degree that they produce[d] noticeably different interpretations" (1989, 106). Thus, the auditors differ as to their response to a certain story and how it treats their own cherished values. Stroud (2002a) provides a thorough justification as to why the concepts of polysemic and polyvalent narratives do not capture what can be called multivalent narratives. The important factor in distinguishing these three concepts is that the third involves contradictions at the level of values within a text and the reader's necessitated activity of trying to synthesize or reconcile such contradictions. It is this activity that is the hallmark of multivalent narratives.This employment of multivalent narrative offers a challenge to familiar Western conceptions of argumentative discourse and demands further investigation. This study explores the ways a particular text, the Astavakra Gita, argues its philosophical positions to its audience of potential "pupils."2 Using the insights provided by theories of narrative and reader-response theory, I will argue that this text advances its claims not through overt syllogism or validity claim redemption, but through textual indeterminacy between the audience's disposition and the foregrounded theme of non-individuation in the text. This tension, increased by certain textual devices, results in consistency building by the audience, which enables the transcendence of these two viewpoints (reader and text); it is this experience, not claim, that the Astavakra Gita seems to be advancing to any given audience.In order to explore this interpretation of this text and its argumentative relationship to an audience, insights from both literary studies and rhetorical theory must be used in laying a foundation. The work of Wolfgang Iser (1980, 1989, 1993) and Walter Fisher (1987) will assume roles of particular importance in this endeavor. Iser's theory of aesthetic response provides a useful description of the phenomenological process of reading such a... (shrink)

An original work of theory as well as a deft critical performance, Narrative Ethics also stakes a claim for itself as moral inquiry.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 37.1 (2004) 42-71 [Access article in PDF] Narrative as Argument in Indian Philosophy: The Astavakra Gita as Multivalent Narrative Scott R. Stroud Department of Philosophy Temple University Indian philosophy has often been described as radically different in nature than Western philosophy due to its frequent use of narrative structure. By employing poetic elements in their use of language, such texts attempt to convey (...) deep metaphysical truths and philosophical positions about reality that are in many cases quite different from Western ideas (Babbili 1997). Often, these ways of conveying truths are an integral part of that truth. One particularly useful form is narrative, taking instantiations such as a dialogue between characters. Philosophical dialogues such as the Bhagavad Gita and the Astavakra Gita (also known as the Astavakra Samhita ) use a portrayed conversation involving a guru or deity to convey didactic lessons and values to the receptive audience, both ancient and modern. As texts such as the Bhagavad Gita gain in popularity and circulation in the Western world (Minor 1982; Paine 1998; Sharpe 1985), philosophical and rhetorical inquiry must be extended to explain how these texts function in an argumentative philosophical context.Stroud (2002a, 2002b) has advanced the idea that such ancient Indian narratives argue through the use of contradictions and conflicting value structures;1 he labels such texts as multivalent narratives since their use of contradictory value structures compel audience members to reconstruct the narrative's message and allow for the acceptance of novel views. Multivalent narratives are to be distinguished from polysemic narratives (Fiske 1986) in that the latter concern different audience members finding a preferred position from the ambiguous story. Polysemic narratives involve the difference in meaning of the same story to different auditors. Condit criticizes this notion of polysemic narratives and advances her own concept of polyvalent narratives. The concept of a polyvalent narrative involves different auditors understanding the same story in similar ways, but differing in how they evaluate its message. Condit's research with a popular television [End Page 42] show and two students from radically different backgrounds on abortion finds that they understood what occurred in a very similar fashion; they differed in that they "disagree[d] about the valuation of those denotations to such a degree that they produce[d] noticeably different interpretations" (1989, 106). Thus, the auditors differ as to their response to a certain story and how it treats their own cherished values. Stroud (2002a) provides a thorough justification as to why the concepts of polysemic and polyvalent narratives do not capture what can be called multivalent narratives. The important factor in distinguishing these three concepts is that the third involves contradictions at the level of values within a text and the reader's necessitated activity of trying to synthesize or reconcile such contradictions. It is this activity that is the hallmark of multivalent narratives.This employment of multivalent narrative offers a challenge to familiar Western conceptions of argumentative discourse and demands further investigation. This study explores the ways a particular text, the Astavakra Gita, argues its philosophical positions to its audience of potential "pupils."2 Using the insights provided by theories of narrative and reader-response theory, I will argue that this text advances its claims not through overt syllogism or validity claim redemption, but through textual indeterminacy between the audience's disposition and the foregrounded theme of non-individuation in the text. This tension, increased by certain textual devices, results in consistency building by the audience, which enables the transcendence of these two viewpoints (reader and text); it is this experience, not claim, that the Astavakra Gita seems to be advancing to any given audience.In order to explore this interpretation of this text and its argumentative relationship to an audience, insights from both literary studies and rhetorical theory must be used in laying a foundation. The work of Wolfgang Iser (1980, 1989, 1993) and Walter Fisher (1987) will assume roles of particular importance in this endeavor. Iser's theory of aesthetic response provides a useful description of the phenomenological process of reading such a... (shrink)

Recent studies have identified practical wisdom as a critical area for exploration in the domains of management and leadership. This paper delves into the cultivation and manifestation of practical wisdom in leadership, emphasizing the potential of narratives as an efficacious tool, as corroborated by academic literature. Employing practical wisdom theory and a refined analytical model, we examine the role of narratives as a key instrument for practically wise leaders. Through the provision of theoretical underpinnings and empirical evidence, our study seeks (...) to elucidate the tripartite interconnectedness of practical wisdom, narratives, and leadership. Subsequently, a conceptual model is developed and illustrated, outlining the relationship between narratives and practical wisdom across diverse leadership contexts. This analysis positions practical wisdom as a fundamental guidance for leaders’ narrative practices. Acknowledging the paper’s conceptual focus, we discuss the practical and theoretical implications of the proposed model and advocate for empirical inquiry to further enhance understanding of narrative practices in practically wise leadership. (shrink)

This long digression into language was necessary because we cannot understand verbal narrative unless we are aware of the iconic and indexical dimensions of language. Narrative is not just a sequencing, or the illusion of sequence, as the title of our conference would have it; narrative is a sequencing of something for somebody. To put anything into words is to sequence it, but to enumerate the parts of an automobile is not to narrate them, even though the (...) enumeration must mention each part in the enumeration's own discursive order. One cannot narrate a picture, or a person, or a building, or a tree, or a philosophy. Narration is a word that implicates its object in its meaning. Only one kind of thing can be narrated: a time-thing, or to use our normal word for it, an "event." And strictly speaking, we require more than one event before we recognize that we are in the presence of a narrative. And what is an event? A narrated event is the symbolization of a real event: a temporal icon. A narration is the symbolic presentation of a sequence of events connected by subject matter and related by time. Without temporal relation we have only a list. A telephone directory is a list, but we can give it a strong push in the direction of narrative by adding the word "begat" between the first and second entries and the words "who begat" after each successive entry until the end. This will resemble certain minimal religious narratives, even down to the exclusion of female names from most of the list . Robert Scholes is professor of English and comparative literature and director of the semiotics program at Brown University. He is the author of Structuralism in Literature: An Introduction, Fabulation and Metafiction, and Reading, Writing, and Semiotics. "Toward a Semiotics of Literature," his previous contribution to Critical Inquiry, appeared in the Autumn 1977 issue. (shrink)

The ever-expanding literature on narrative reveals a striking divergence of claims about the epistemic valence of narrative. One such claim is the oftstated idea that narratives or stories generate both “hot” and “cold” epistemic irrationality. A familiar, rival claim is that narrative has an exclusive capacity to embody or convey important types of knowledge. Such contrasting contentions are not typically presented as statements about the accidents or effects of particular narratives; the ambition, rather, has been to identify (...) a strong link between a single, positive or negative epistemic valence and narrativity, or the traits in virtue of which some discourse, utterance, or series of thoughts is aptly classified as a narrative or story. In this essay I contend that arguments in this vein are dubious.Not only are contentions about the specificity of narrative tenuous and controversial, but even if they were not, there are serious problems with the postulated connections between narrativity and the epistemic merits or demerits of narratives. These difficulties are identified in a critical discussion of prominent examples from the literature. My conclusion is not that there is nothing worth saying about relations between narratives and various epistemic desiderata, but that one prevalent theoretical ambition in this area ought to be renounced in favor of more viable avenues of inquiry. (shrink)

. . . I should like to review and summarize the preceding general points: 1. For any particular narrative, there is no single basically basic story subsisting beneath it but, rather, an unlimited number of other narratives that can be constructed in response to it or perceived as related to it.2. Among the narratives that can be constructed in response to a given narrative are not only those that we commonly refer to as "versions" of it but also (...) those retellings that we call "plot summaries," "interpretations," and, sometimes, "basic stories." None of these retellings, however, is more absolutely basic than any of the others.3. For any given narrative, there are always multiple basic stories that can be constructed in response to it because basic-ness is always arrived at by the exercise of some set of operations, in accord with some set of principles, that reflect some set of interests, all of which are, by nature, variable and thus multiple. Whenever we start to cut back, peel off, strip away, lay bare, and so forth, we always do so in accord with certain assumptions and purposes which, in turn, create hierarchies of relevance and centrality; and it is in terms of these hierarchies that we will distinguish certain elements and relations as being central or peripheral, more important or less important, and more basic or less basic.4. The form and feature of any "version" of a narrative will be a function of, among other things, the particular motives that elicited it and the particular interests and functions it was designed to serve. Some versions, such as translation and transcriptions, may be constructed in order to preserve and transmit a culturally valued verbal structure. Others, such as adaptations and abridgements, may be constructed in order to amuse or instruct a specific audience. And some versions, such as "interpretations," "plot summaries," and "basic stories," may be constructed in order to advance the objectives of a particular discipline, such as literary history, folklore, psychiatry—or, of course, narratology. None of these latter versions, however, is any less motivated or, accordingly, formally contingent than any of the other versions constructed to serve other interests or functions. Barbara Herrnstein Smith is professor of English and communications and the director of the Center for the Study of Art and Symbolic Behavior at the University of Pennsylvania, and the author of Poetic Closure and On the Margins of Discourse. "On the Margins of Discourse" was also contributed as an essay to Critical Inquiry in the June 1975 issue. Responses to the present essay are Nelson Goodman's "The Telling and the Told" and Seymour Chatman's "Reply to Barbara Herrnstein Smith". Both appear in the Summer 1981 issue of Critical Inquiry. (shrink)

Socially extended knowledge has recently received much attention in mainstream epistemology. Knowledge here is not to be understood as wholly realised within a single individual who manipulates artefacts or tools but as collaboratively realised across plural agents. Because of its focus on the interpersonal dimension, socially extended epistemology appears to be a promising approach for investigating the deeply social nature of epistemic practices. I believe, however, that this line of inquiry could be made more fruitful if it is connected (...) with the critical notion of epistemic responsibility, as developed in feminist responsibilism. According to feminist responsibilists, at the core of epistemic responsibility is a critical disposition toward correcting epistemic injustice. This epistemic idea is highly relevant to the epistemological context of illness, where patient testimony is often disregarded. Hence, though restricted to the epistemological context of the experience of illness, this chapter delves into epistemic injustice and its robust mechanisms. I thus explore what responsible epistemic practices should involve in order to redress that injustice and how epistemic responsibility should be socially extended. The discussion proceeds as follows. First, by relying on Arthur Frank’s innovative work on illness narratives, I focus on chaotic bodily messages from patients overwhelmed by suffering and then explain why these messages should count as genuine narratives or testimonies despite their inarticulateness. Second, I elaborate on how epistemic injustice concerning such narratives (i.e., chaos narratives) is produced and reproduced, in particular how both a dominant sociocultural norm and our inherent vulnerability can contribute to its production and reproduction. Finally, I propose an extended form of epistemic responsibility that ameliorates this aspect. Laying particular emphasis on the epistemic role of mature empathy, I characterise the extended epistemic responsibility in terms of extended empathic knowledge. (shrink)