Narrative and Rhetorical Approaches to Problems of Education. Jerome Bruner and Kenneth Burke Revisited

Studies in Philosophy and Education 32 (4):327-343 (2012)
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Abstract

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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Citations of this work

A Rhetoric of Turns: Signs and Symbols in Education.Kris Rutten & Ronald Soetaert - 2014 - Journal of Philosophy of Education 48 (4):604-620.
Attitudes Toward Education: Kenneth Burke and New Rhetoric.Kris Rutten & Ronald Soetaert - 2014 - Studies in Philosophy and Education 34 (4):339-347.
Burke’s Pentad as a Guide for Symbol-Using Citizens.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):349-362.
Burke’s Pentad as a Guide for Symbol-Using Citizens.Clarke Rountree & John Rountree - 2014 - Studies in Philosophy and Education 34 (4):349-362.

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After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.

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