2003．第18卷第2期（Vol. 18 No. 2）．pp. 125150
Philosophy of Education Through Narrative Pedagogy: Educationally Meaningful Storied Changes in the SARS Context
Roger H. M. CHENG（鄭漢文）
This paper begins with an initial meaning of philosophy of education through narrative pedagogy, illustrated by the author's own story for narrative quest. It points to the triadic interplay in narratives among authors, narrators and readers in determining the meanings of stories. Three further sections explore a second meaning, i.e., explicating the nature, the significance and the practice of narrative pedagogy for educationally meaningful storied changes. Built upon seven stories of how teaching colleagues at the CUHK coped with the SARS outbreak and other responding papers, it provides layers of narrative analysis drawing on "narrative philosophy". It also illustrates narrative in terms of significantly unified moments, necessarily involving three moments of a story: the past, the present and the future; or in other words, the beginning, the middle (as the plot under "emplotment") and the ending. Further, it exemplifies aspects of narrative pedagogy as a narrative art putting narrative inquiry into teaching practice. The last section ends with some critical comments on the limits of these series of narrative papers.
Keywords: philosophy of education; narrative pedagogy; storied changes; educational meaning; SARS