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Introduction: Narratives in Ethics of Education

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Abstract

In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and touches upon some ways to temper them.

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Notes

  1. The value of using narratives in any classroom depends upon the perceptive and facilitative skills of teachers. Teachers can have constructive aims, choose excellent material to work with and still fall short in their work with stories. For more on what the skilled teaching of narratives might entail (see Verducci and Katz 2011).

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Acknowledgments

My gratitude goes to Michael Katz, Ron Glass, and Gert Biesta for their critical eyes and constructive comments on this essay.

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Authors and Affiliations

  1. Faculty of Humanities, San José State University, One Washington Square, San Jose, CA, 95192-0092, USA

    Susan Verducci

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  1. Susan Verducci
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Correspondence to Susan Verducci.

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Verducci, S. Introduction: Narratives in Ethics of Education. Stud Philos Educ 33, 575–585 (2014). https://doi.org/10.1007/s11217-014-9411-x

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