The purpose of this study is to interpret the Bruner''s theory and construct of narrative pedagogy. The purpose of Schooling is to develop the ability of students to live life more meaningfully and humanly. In this aspect, studying is the process of cultivating the power to live life, and the knowledge learnt in school should be the power to solve problems as the basis of life. However, knowledge-based school education could not support the ability of students to live their lives. This study does not present a practical alternative to the curriculum. Based on Bruner''s theory, it is intended to present a new discourse of mind construction called narrative pedagogy. Narrative pedagogy suggests the possibility of a curriculum that can develop one step further out of the limits of past knowledge education.
This study presents a narrative pedagogy as a result of the curricular interpretation of Bruner''s the former and the latter theories. This means an integrated view of the subject as knowledge and experience. It is an attempt to overcome the limitations of existing positivism and focus on the problem of the composition of the human mind as a narrative. These attempts are expected to provide new alternatives to the existing problems in our education. Now, the purpose of knowledge education has the potential as a generative view of knowledge beyond the problem of knowledge itself. In teaching-learning, the meaning of inquiry and discovery is reconceptualized as a process of making a story based on knowledge. In particular, the thinking used in teaching-learning is transformed from the existing paradigmatic thinking to the construction of the human mind based on narrative thinking.
The purpose of narrative pedagogy is to: First, as Bruner''s theory, it explains the transformation of knowledge into the mind composition of meaning. Bruner’s former theory is a meaningful idea in itself, which is in connection with knowledge education: the structure of knowledge education, inquiry and discovery learning, and spiral curriculum. However, Bruner turns the former theory into culturalism and narrative for the composition of the human mind. It is changed from the idea that existing epistemological and psychological approaches did not accurately interpret the human mind.
Bruner feels the need for a paradigm shift in education as he speaks of the culture of education himself. In particular, the three keywords of education, culture, and narrative are important concepts for forming a new educational discourse. Therefore, as Bruner''s idea, we focus on constructing the meaning of knowledge with important keywords such as daily teaching method based on culturalism, subjective action, reflection, cooperation, and culture.
Second, it is an interpretation from the perspective of the curriculum of narrative theory. As Bruner''s theory, we can form the concept of narrative pedagogy. Narrative pedagogy operates not as a method of teaching and learning, but as a human mind that operates under it, and is expected to become a new lens for approaching education. To establish this more clearly, it is necessary to deal with the problems of human experience, language, and interpretation in Bruner''s theory.
In narrative pedagogy, the experience follows Dewey''s theory of experience. In particular, the three keywords ''an experience'', ''qualitative thinking'', and ''subject psychologicalization'' have a complementary relationship with narrative pedagogy. In addition, it is necessary to understand language and hermeneutics for a clear understanding of the narrative pedagogy. In this way, the meaning of the narrative pedagogy can be expressed more clearly through the process of constructing experience as a narrative and forming meaning.
In this process, we present the pedagogy as Bruner''s narrative theory. Narrative pedagogy focuses on the formation of the human mind as a narrative making up for the existing epistemology, empirical and rational. Knowledge as a result of research in natural science is converted into knowledge as a result of human mind composition. In addition, narrative thinking can be extended to the question of how humans structure experiences and express themselves as stories in connection with narrative schemas.
Third, the implications of curriculum development are presented based on the narrative pedagogy. First, we present the narrative self as a perspective of humanity and education in the narrative pedagogy. The narrative self is the concept of the self that meaningfully composes the story of life, and as a narrative pedagogy, learning ultimately affects the creation of the self. As a compositional principle of narrative pedagogy, it presents a perspective on context, character, event, dilemma, time and space, and culture. The curriculum is the task of organizing and operating these various factors. The theoretical foundation of narrative pedagogy is to understand human experience, meaning creation, and curriculum as a story, and the structure and spiral organization of knowledge in Bruner''s first begins to change into a narrative perspective. As a narrative metaphor, the educational meaning of imagination, and the narrative heuristic, the development of the world beyond inquiry and discovery requires new teachers'' profession as a narrative pedagogy developer.
As a result of this study, narrative pedagogy transforms the subject of education into students as an alternative to rationalism-centered curriculum. It has the potential as an alternative to reconceptualize the problem of knowledge structure and discovery learning. From this, it can be seen that Bruner''s theory has been transformed into a mind that constructs meaning beyond the matter of knowledge. One of the important goals to cultivate through the curriculum is correct thinking. In the meantime, school education has focused too much on rational thinking. In Bruner''s narrative thinking, he talks about moving forward in the direction of the growth of the human mind.
Through philosophical analysis related to the human subject, the problem of knowledge education in the past was presented as an alternative to the generative viewpoint of knowledge as a narrative epistemology. In particular, in relation to the structure of knowledge, the meaning of discovery goes beyond the discovery of knowledge outside the subject, and the narrative heuristic is proposed as the discovery of the structure itself.
Narrative self is constructed and created through stories based on narrative thinking. In the past psychology, the self is understood as an innate point of view from a developmental perspective. However, the narrative self is told based on human experience, and these stories are schematized as meaningful memories. A narrative schema is a set of stories that explain the past, and the stories constructed in the classroom and in the course of life are ultimately constituted as stories that express the self.
The three implications that the above narrative pedagogy suggests to our class are as follows. First, the student is the subject who actively constructs knowledge. Second, from a constructivist viewpoint, knowledge is created in the minds of students. We can talk about the mind as thinking, and we can see that narrative thinking has a complementary possibility to the existing rationalistic and positive thinking. Third, constructing knowledge and developing narrative thinking in school can be viewed as a process of forming a culture while gathering students'' minds. Education is aimed at human beings and aims for the growth of human life throughout life. The narrative pedagogy has an important meaning in this respect. Above all, a new interpretation of the existing view of knowledge provides the possibility to deeply think and reflect on what it means to our education and classes. Now, school education and classroom instruction need to boldly break away from a rigid approach and construct and utilize various perspectives with new lenses. This is because the learner(subject) is changing, the knowledge(object) is changing, and the learning(process) is changing.