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Published by: joseph3128 on Oct 19, 2011
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‘Narrative’ refers to the telling of a story. Narratives are structured

and, as such, they are an important component of genres such as the

short story or novel. Such genres form part of the literary and cul-

tural traditions of particular societies, and as such, part of the educa-

tional experience in those societies. Some moral theorists, notably

MacIntyre (1981), have argued that human lives have a narrative

structure and that it is the realisation of this and the equipping of

people to shape the narrative of their own lives that form important

components of moral education (also virtue theory). This struc-

turing is provided by the life-cycle of human beings, consisting of



key events such as: birth, childhood, courtship, the raising of a family,

grandparenthood and old age.

Kazmi (1990) argues that it is traditions which provide the material

for a self-construction of an individual life-narrative through narrative

archetypes and an institutional context in which the narrative may

take place. It seems to follow that inculcation into cultural tradition is

an important feature of education, and that transplantation into a

culture with different traditions will constitute a massive disruption of

the individual’s ability to construct a life-narrative. However, one

should not assume that, even in a different culture, there is no possi-

bility of borrowing and adaptation. Indeed the experience of multi-

cultural societies such as the USA and the UK suggests that this is

how people adapt to alien cultural traditions in which they find


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