DIDACTIC POTENTIAL OF THE NARRATIVE METHOD IN THE MODERN HIGHER SCHOOL
Keywords:
narrative, narrative method, multimodal narrative, interpersonal interaction, communicative skills, self-knowledge, reflection, learning process, higher educationAbstract
The article is devoted to the theoretical analysis of the structural and functional characteristics of
the narrative as one of the main methodological concepts of contemporary socio-liberal knowledge. The narrative
method as an educational and methodological factor that contributes to the process of creating and producing
sociocultural meanings of the life of each student is studied. The narrative is a logical story)of interaction with people
who constantly carry out moral and ethical choices, and with the world at large. Narrative performs the function of
constructing a personal way of life in certain sociocultural conditions. It involves not just presentating students’
thoughts about a particular event, activity, etc., but embraces the transfer of students’attitudes to what they describe.
It is noted that reflection becomes an inalienable attribute of the narrative as a sociocultural tool, which provides
students with a deeper self-understanding, and complements the communicative component of education by updating
cultural, values meanings of their life. The narrative is considered from the pedagogical standpoint, which actualizes
the transformation of knowledge into a direct productive base for (self) cognition and stimulation of self-realization of students. Understanding sociocultural and personal experience and its embodiment in the narrative serves as the basis
for building students’ own life strategies and their implementation in various spheres of their lives. The features of the
narrative method as a means of education, which internalizes values and acquired experience into the life world of a
personality, are highlighted.
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