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Narrative and rhetorical approaches to problems of education: Jerome Bruner and Kenneth Burke revisited

Kris Rutten UGent and Ronald Soetaert UGent (2013) STUDIES IN PHILOSOPHY AND EDUCATION. 32(4). p.327-343
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
CONSTRUCTION, Kenneth Burke, Narrative, HUMAN-SCIENCES, Rhetoric, Jerome Bruner, Dramatism
journal title
STUDIES IN PHILOSOPHY AND EDUCATION
volume
32
issue
4
pages
327 - 343
Web of Science type
Article
Web of Science id
000319775700001
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.284 (2013)
JCR rank
187/219 (2013)
JCR quartile
4 (2013)
ISSN
0039-3746
DOI
10.1007/s11217-012-9324-5
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2969119
handle
http://hdl.handle.net/1854/LU-2969119
date created
2012-08-07 11:14:34
date last changed
2013-09-16 09:57:37
@article{2969119,
  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{\textquoteright}s theory of narrative as a specific {\textquoteleft}mode of knowing{\textquoteright} was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives {\textquoteleft}at their far reach{\textquoteright} -- as an art form -- and on several occasions he refers to the dramatistic pentad as an important method for {\textquoteleft}unpacking{\textquoteright} 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{\textquoteright}s reference to the work of Burke has not been elaborated upon thus far. In this paper we aim to take Bruner{\textquoteright}s suggestion at hand and explore how his educational theory of narrative as a mode of knowing can indeed be enriched by Kenneth Burke{\textquoteright}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.},
  author       = {Rutten, Kris and Soetaert, Ronald},
  issn         = {0039-3746},
  journal      = {STUDIES IN PHILOSOPHY AND EDUCATION},
  keyword      = {CONSTRUCTION,Kenneth Burke,Narrative,HUMAN-SCIENCES,Rhetoric,Jerome Bruner,Dramatism},
  language     = {eng},
  number       = {4},
  pages        = {327--343},
  title        = {Narrative and rhetorical approaches to problems of education: Jerome Bruner and Kenneth Burke revisited},
  url          = {http://dx.doi.org/10.1007/s11217-012-9324-5},
  volume       = {32},
  year         = {2013},
}

Chicago
Rutten, Kris, and Ronald Soetaert. 2013. “Narrative and Rhetorical Approaches to Problems of Education: Jerome Bruner and Kenneth Burke Revisited.” Studies in Philosophy and Education 32 (4): 327–343.
APA
Rutten, Kris, & Soetaert, R. (2013). Narrative and rhetorical approaches to problems of education: Jerome Bruner and Kenneth Burke revisited. STUDIES IN PHILOSOPHY AND EDUCATION, 32(4), 327–343.
Vancouver
1.
Rutten K, Soetaert R. Narrative and rhetorical approaches to problems of education: Jerome Bruner and Kenneth Burke revisited. STUDIES IN PHILOSOPHY AND EDUCATION. 2013;32(4):327–43.
MLA
Rutten, Kris, and Ronald Soetaert. “Narrative and Rhetorical Approaches to Problems of Education: Jerome Bruner and Kenneth Burke Revisited.” STUDIES IN PHILOSOPHY AND EDUCATION 32.4 (2013): 327–343. Print.