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This chapter advocates intentional use of narrative with elder learners. Narrative and paradigmatic modes of thought are relational and linear, respectively; they are antithetical but complementary cognitive processes that lead to different kinds of knowing, regardless of age and cultural context (Bruner J, Actual minds, possible worlds. Harvard University Press, Cambridge, 1985a; Bruner J, Narrative and paradigmatic modes of thought. In: Eisner E (ed) Learning and teaching the ways of knowing. The National Society for the Study of Education, Chicago, pp 97–115, 1985b). Narrative thought links past experience, interpretations of the present, and future implications of action to discern the meaning of experience in context. The storied nature of lived experience lends itself to narrative inquiry and analysis. This discussion (1) leads to proposing a research-based narrative learning model derived through narrative inquiry and analysis and (2) considers the implications of narrative for educators, researchers, and other professionals addressing learning and longevity challenges. The model interprets cognitive and behavioral narrative processes as contributory elements of active human learning. How and to what extent can narrative inquiry and analysis applied to stories of experience contribute to active ageing with capacity, to lifelong learning, and to longevity potential? |
