Self-Growth and Education through Storytelling
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This paper deals with the self-growth and education through storytelling from the perspective of narratology. According to brain/mind sciences, story is a basic principle of mind. Most of our experience, our knowledge, and our thinking is organized as stories. We interpret every level of our experience by means of storytelling. We organize information in story form. It is how we understand the world around us, and communicate each other. Therefore, the personality formation and mental development are closely linked with narratives, and narratives are useful to self-growth. From the perspective of narratology, narrative consists of a concrete narrative level as text and three abstract narrative levels such as story, narration, and textuality. This paper explores how narratives play a role for self-growth, and how the main components of the narrative levels can be used effectively for that process. This study explores 1) the utility of narratives for self-growth and education in terms of cognitive narratology. 2) theory of narrative layers in narratology. 3) narrative's abstract layers and self-growing through storytelling. 4) two exemplary narratives for self-growth through storytelling: self-growth through storytelling in Arabian Nights, and self-growth through storytelling in the actual storytelling programs. The king Shahrayar in Arabian Nights can make an alternative story with a power of self-growth while listening to the tales Scheherazade tells. It is a self-growth and character education through strorytelling focused on the story layer of narrative. On the other hand, Annie in the Michael Gabriel’s storytelling program experiences a self-growth while re-storytelling her traumatic stories, which is self-growth and character education focused on the discourse layer of narrative. The therapeutic application of the humanities and storytelling promotes a reframing clients' thoughts and feelings. Therefore, it is necessary to reorganize the components of storytelling such as character, motive, time, and space in accordance with needs people are searching for in the self-growing through storytelling.
Abstract
This paper deals with the self-growth and education through storytelling from the perspective of narratology. According to brain/mind sciences, story is a basic principle of mind. Most of our experience, our knowledge, and our thinking is organized as stories. We interpret every level of our experience by means of storytelling. We organize information in story form. It is how we understand the world around us, and communicate each other. Therefore, the personality formation and mental development are closely linked with narratives, and narratives are useful to self-growth. From the perspective of narratology, narrative consists of a concrete narrative level as text and three abstract narrative levels such as story, narration, and textuality. This paper explores how narratives play a role for self-growth, and how the main components of the narrative levels can be used effectively for that process. This study explores 1) the utility of narratives for self-growth and education in terms of cognitive narratology. 2) theory of narrative layers in narratology. 3) narrative's abstract layers and self-growing through storytelling. 4) two exemplary narratives for self-growth through storytelling: self-growth through storytelling in Arabian Nights, and self-growth through storytelling in the actual storytelling programs. The king Shahrayar in Arabian Nights can make an alternative story with a power of self-growth while listening to the tales Scheherazade tells. It is a self-growth and character education through strorytelling focused on the story layer of narrative. On the other hand, Annie in the Michael Gabriel’s storytelling program experiences a self-growth while re-storytelling her traumatic stories, which is self-growth and character education focused on the discourse layer of narrative. The therapeutic application of the humanities and storytelling promotes a reframing clients' thoughts and feelings. Therefore, it is necessary to reorganize the components of storytelling such as character, motive, time, and space in accordance with needs people are searching for in the self-growing through storytelling.
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