Citation

Conle C, DeBeyer M. Educ. Theory 2009; 59(1): 41-65.

Copyright

(Copyright © 2009, Board of Trustees - University of Illinois, Publisher John Wiley and Sons)

DOI

10.1111/j.1741-5446.2009.00306.x

PMID

unavailable

Abstract

In this essay, Carola Conle and Michael deBeyer describe their efforts to find a conceptual approach and methodology for the appraisal of the ethos of experiential narratives presented in a particular curriculum context. The language of “implied authorship,”“the patterning of desire,” and “friendships offered and received,” first introduced by Wayne Booth, is elaborated through data from narrative presentations given by local heroes to students. Appraisals seemed possible when a narrative could be placed on Booth’s “scales of friendship” and when the rational qualities of experiential narratives were considered. In addition, data needed to be available in which students’ experiential encounters with the narratives could be seen as occasions where, during such moments of encounter, feelings and desires were created, memories were activated, and events and actions in a narrative were vicariously experienced through those activated phenomena. The authors offer a potential framework for future appraisals.