"סיפור יוצא דופן" כאמצעי פדגוגי במרחב רב-משתתפים

Narrative pedagogy is nurtured by the constructivist and
hermeneutic theory of awareness, which views individuals’
behavior and identity as something that can be understood by
their interpretation of the world . It offers a broad perception of
knowledge, learning, and teaching . Accordingly, there are two
main aspects involved in constructing knowledge : One is the
narrator’s personal story and interpretation, the second – the
narrator’s dialogue with the listeners and their interpretations .
The assumption is that personal stories, and the dialogue with
listeners, are central sources of professional knowledge . Such
knowledge would respond to the uniqueness and demands of the
humanics professions and help understand the complex world of
those professions .
The women researchers and lecturers who together created
this volume are experts in a variety of humanics professional
education, where they apply the practices of narrative pedagogy .
All these writers are influenced by the broad worldview –
psychological, philosophical, and methodological – of the
narrative paradigm which informs their work and their research
on this work .
Writing about action, as presented in the book, renews our
knowledge of the narrative paradigm, and expands its boundaries .
The book opens a window onto different narrative pedagogy
approaches, grounded in a wealth of theories, conceptualizations,
and practices in a variety of professional education and in the
disciplines in which the writers are active .
The book can enrich professional communities that educate
for the humanics professions, and is aimed at anyone involved
with professional education : veteran professionals, students, and educators who seek knowledge of innovative pedagogies for
teaching and learning.