Abstract
This article examines the theoretical possibilities and practical meaning of Bruner's narrative curriculum theory. In sphere of education, the main theme of Bruner's theory consists of some kinds of idea: structure of knowledge, spiral curriculum, discovery learning, and mode of representation. Bruner's stance about these themes has been changed into narrative mm since 1980. From 1970-80, Bruner tried to suggest new paradigm for curriculum theory. The core of Bruner's new curriculum theory is narrative and meaning-making by storytelling. Further the narrative theories play a important role in construction its educational implication. The meaning of narrative is beyond the information given. Narrative curriculum theory, Bruner emphasized, is at the flow of new pedagogy of knowledge not conduit conception. There are many problems in changing curriculum theory building under the positivistic stance. So, we intended to discuss and suggest the narrative thought as new mode of knowledge education. The new theory means new method for restructaring schooling at curriculum level. Narrative theory is characterized as innovative method for building curriculum theory and changing the conditions of usual classroom. In summary, new mode of narrative theory and structure theory have many similarities in that the structure of knowledge expands the structure of experience.
| Original language | English |
|---|---|
| Pages (from-to) | 7337-7343 |
| Number of pages | 7 |
| Journal | Information |
| Volume | 20 |
| Issue number | 10 |
| State | Published - 2017 |
Keywords
- Bruner
- Conduit theory
- Curriculum design
- Curriculum theory
- Narrative
- Structure of knowledge