내러티브의 질(quality)이 지니는 교육철학적 함의: 내러티브 의미와 지식

Educational implication of narrative quality: narrative meaning and knowledge

This study draws on critical reflection on the recent surge in the use and application of the concept of 'narrative' to shed light on the nature of narrative and its educational implications through a theoretical exploration of its qualities. The starting point of the research is John Dewey's 'qualitative thinking', which suggests that it is deeply connected to the nature of narrative as an important framework for understanding experience. The research methodology was based on philosophical hermeneutics through literature review and theoretical analysis, focusing on the theories of Dewey, Bruner, and Polkinghorne, among others, to establish the concepts of narrative meaning-making and narrative knowing. Research has shown that narrative is not just a story or a way of telling, but a fundamental structure for humans to understand life and construct meaning, with qualitative attributes such as value judgment, contextuality, and interpretability. Furthermore, narrative knowledge is deeply connected to human epistemological shifts, enabling interpretive and constructivist knowledge formation beyond positivist epistemology. In conclusion, narrative quality is the power to understand experience integrally and relationally, and it is a key concept in education that expands the practical horizons of human understanding, identity formation, and cultural meaning-making. This suggests the centrality of narrative epistemology as a new educational paradigm in the construction and transmission of knowledge.