Narrative in design development

This paper describes the value of narrative used with ideation tools in aiding the rapid production of product concepts and designs for masters students of graphics, fine art, product and industrial design. The ideation tools used alongside narrative included elements of divergent and convergent thinking in combination with reverse engineering and functional analysis, and practical prototyping using a range of readily adapted artefacts. Narrative was introduced and used by the students in order to ensure the development of a context and purpose for the product, artefact or system developed or proposed and to stimulate original product concepts, ideas and thinking. The concept of narrative is familiar in design. Here however the concept was reinforced using structures associated with fictional narrative. Reverse engineering exploring the deconstruction and identification of function for each component in a product was used to aid students ensure practicality in their idea implementation. This paper describes positive experiences resulting from this activity, with a particular focus on the value of narrative in developing robust concepts. The use of physical prototyping provided tangible and instant feedback for divergent and convergent phases of idea development

An Introduction to Narrative Therapy

Counseling in a narrative way is a way of seeing, hearing, and thinking about clients’ problems as shaped and given meaning by stories or narratives. Problems are not hard realities that permanently define people; rather, they are problem stories by which people know themselves and are known by. This separating of the problem from the person opens up space for seeing the problem and thinking about it in new ways, and opens up the possibility of authoring a better story—a better way of being and doing, and is based on what has become a narrative mantra: “The problem is the problem. The person is not the problem” (Winslade & Monk, 1999, p. 2

Life in the eucharistic community : an empirical study in psychological type theory and biblical hermeneutics reading John 6:5–15

This study employs psychological type theory to analyse the ways in which a group of 13 newly ordained Anglican priests (in priest’s orders for 3 or 4 months) reflected on the Eucharistic imagery of the Johannine feeding narrative. In the first exercise, the priests worked in two groups distinguished according to their perceiving preference (7 sensing types and 6 intuitive types). In the second exercise, the priests worked in three groups distinguished according to their judging preferences (4 thinking types, 4 feeling types, and 5 feeling types). The data supported the significance of psychological type in shaping the hermeneutical process (the theory underpinning the SIFT method of biblical hermeneutics and liturgical preaching). Sensing types grappled with the plethora of detail within the text. Intuitive types looked for the bigger picture and identified major themes. Thinking types looked for and organised the major issues raised by the passage. Feeling types focused on the human and relational implications of the narrative

The Effect of Learning Media and Creative Thinking Ability to Skill of Writing Narative Text for Student in Class V Sd Negeri 060841 Medan

This study aims: (1) To know the effect of students’ ability in writing narrative text which is taught by using media of serial image and media of song, (2) to know the effect of ability in writing narrative text of students who have high creative thinking ability and low creative thinking ability, (3) To know whether there is interaction between the use of learning media and creative thinking ability to students’ ability in writing narrative text. This study is quasi experiment. The population of this study is the students of grade V state elementary school 060841. The sample is selected in total sampling of two classes. The experimental class is treated by using the serial image media and control class is treated using the song media. The applied instrument is consisted of the test of narrative writing skills in the form of essay test as many as 1 question and the questionnaire of students' creative thinking ability as many as 30 statements that have been declared valid and reliable. The data analysis is conducted by using two-way ANAVA. Based on the result of this research, it can be concluded (1) the ability to write the narrative text of the students by using the media of serial image is higher than the ability to write narrative text by using song media. It can be seen from the average of students' learning outcomes that are taught by the medium of series image (x = 81,80), while being taught by the song media (x = 70,60) (2) the ability to write narrative text of students who have high creative thinking ability is higher than students with low creative thinking ability. It can be seen from the average of students' learning achievement who have high creative thinking ability (x = 81,92), whereas the students who have low creative thinking ability  (x = 70,50) (3) there is interaction between learning media and creative thinking ability to students’ ability in writing narrative text Keywords: Learning Media, Creative Thinking Ability, Narrative Writin

The Effect of Learning Media and Creative Thinking Ability to Skill of Writing Narative Text for Student in Class V SD Negeri 060841 Medan

This study aims: (1) To know the effect of students’ ability in writing narrative text which is taught by using media of serial image and media of song, (2) to know the effect of ability in writing narrative text of students who have high creative thinking ability and low creative thinking ability, (3) To know whether there is interaction between the use of learning media and creative thinking ability to students’ ability in writing narrative text. This study is quasi experiment. The population of this study is the students of grade V state elementary school 060841. The sample is selected in total sampling of two classes. The experimental class is treated by using the serial image media and control class is treated using the song media. The applied instrument is consisted of the test of narrative writing skills in the form of essay test as many as 1 question and the questionnaire of students' creative thinking ability as many as 30 statements that have been declared valid and reliable. The data analysis is conducted by using two-way ANAVA. Based on the result of this research, it can be concluded (1) the ability to write the narrative text of the students by using the media of serial image is higher than the ability to write narrative text by using song media. It can be seen from the average of students' learning outcomes that are taught by the medium of series image (x = 81,80), while being taught by the song media (x = 70,60) (2) the ability to write narrative text of students who have high creative thinking ability is higher than students with low creative thinking ability. It can be seen from the average of students' learning achievement who have high creative thinking ability (x = 81,92), whereas the students who have low creative thinking ability  (x = 70,50) (3) there is interaction between learning media and creative thinking ability to students’ ability in writing narrative text Keywords: Learning Media, Creative Thinking Ability, Narrative Writin

Doing narrative research? Thinking through the narrative process

Across social science disciplines there has been a growth in narrative research—the so called ‘narrative turn’. This turn echoes broader shifts associated with more complex social worlds, epistemological challenges and feminist responses. Narrative research typically involves exploring individual, subjective experiences through interview-based research, but can also range across researching group and organisational dynamics to document-based analysis. In this chapter the question of what constitutes narrative research is explored and illuminated using data from a qualitative longitudinal study on transition to first-time motherhood. The importance of developing a theoretical rationale when choosing a narrative research approach, together with suggested ways of analysing data once collected, is noted. Researching individual accounts of subjective experience and transitions as a feminist researcher provides opportunities, but challenges too

Emergence of Human Episodic Memory and Future Thinking

Episodic memory and future thinking are crucial capacities that emerge and undergo substantial development during the preschool years. However, their relationship has rarely been examined in tandem within development. Narratives were elicited from 3-, 4-, and 5-year-old children (n = 36) to assess episodic memory and future thinking. The richness of children’s memory and imagined future episodes was measured by the number of episodic details in their narratives. Non-narrative measures of episodic memory and future thinking were also administered. As hypothesized, children’s ability to recall personal events and generate possible future events underwent substantial development during the preschool years on three of the four memory and future thinking tasks, with the exception of narrative future thinking. Nevertheless, narrative memory and narrative future thinking remained correlated even after controlling for working memory, inhibition, verbal ability and narrative fluency. These results suggest the possibility of a common neurocognitive basis underlying narrative memory and narrative future thinking in preschool development. Mental time travel and scene construction are identified as possible common mechanisms underlying this relationship

Balance in Tristram Shandy: Laurence Sterne through Friedrich Schiller’s Eyes

Many critics of Laurence Sterne’s Tristram Shandy see the novel’s narrative elements and structure as a form of narrative play, which reject Enlightenment systems of understanding. In this paper, through the philosophy of Friedrich Schiller, I will argue that the novel’s narrative structure is best understood as a balance of aesthetic impulses. For most scholars, to understand the narrative form, digressions, philosophy of knowledge, and/or history in Tristram Shandy, one must understand how the novel subverts the categorization and systematization of Enlightenment thinking. The patterns of subversion in the text lend themselves to arguments that characterize the novel as one of narrative play. This is understandable, but it ultimately does not do justice to the complexity of the novel. To address this complexity, I turn to Friedrich Schiller, a German poet and philosopher. I argue that the text enacts Schiller’s aesthetic framework by synthesizing the competing impulses he describes in his aesthetic philosophy. Tristram Shandy does not seek the order and systems of Locke and the Enlightenment, nor the overwhelming feeling of the Romantics’ sublimity; instead, Tristram Shandy, setting a precedent for Schiller’s philosophy, seeks the most beautiful aesthetic goal, balance

Truth or Meaning: Ricoeur versus Frei on Biblical Narrative

Of the theologians and philosophers now writing on biblical narrative, Hans Frei and Paul Ricoeur are probably the most prominent. It is significant that their views converge on important issues. Both are uncomfortable with hermeneutic theories that convert the text into an abstract philosophical system, an ideal typological structure, or a mere occasion for existential decision. Frei and Ricoeur seem knit together in a common enterprise; they appear to be building a single narrative theology. I argue that the appearance of symmetry is an illusion. There is a fundamental conflict between the ‘pure narrativism’ of Frei and the ‘impure narrativism’ of Ricoeur. I give reasons for thinking that Ricoeur’s is the stronger position

The Ubiquitous Middle: Conceptualizing Mid-Level Experience in Student Affairs

til very recently, research and writing on mid-level student affairs practitioners focused narrowly on job satisfaction (Scott, 1978; Sagaria, 1986; Bogenschutz and Sagaria, 1988). This article, a scholarly personal narrative, discusses the career track and experiences of mid-level practitioners. The author proposes and discusses suggestions with regard to support for mid-level practitioners and ways of developing our thinking about these positions and professionals