Narrative rationality and the logic of scientific discourse

Fisher, Walter R.

doi:10.1007/bf00710701

Cited by 32 publications

(20 citation statements)

References 4 publications

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“…At the beginning of the 1980s, studies of organizational culture began to focus on the interactional and social processes that take place within organizations, leading to the understanding that organizations have norms, beliefs, self-certainties and stories as essential parts of their existence. The emotional rationality concept (Fineman, 1994) was promoted as well as the concept of narrative rationality (Fisher, 1994). These shifts in research have guided us towards the understanding that organizations are by nature complex, and multiple perspectives and concepts are needed in order to understand them.…”

Section: Introductionmentioning

confidence: 99%

Constructing leadership by storytelling – the meaning of trust and narratives

Auvinen

Aaltio

Blomqvist

2013

Leadership &Amp; Organization Development Journal

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Purpose -This paper approaches manager's storytelling as a means for promoting organizational aims and for constructing leadership, and examines the intentions of managers in this process. We focus on the context of storytelling and the content of the stories told by managers in order to identify areas of influence on subordinates. Storytelling in relation to building a narrative identity for the manager is also studied. Design/methodology/approach -This is an exploratory empirical study that draws on 13 thematic interviews with Finnish managers working in different fields. A qualitative thematic analysis is used in order to analyze the data. Findings -As a result of the study we found that managers tell stories in order to evoke leadership characterized by six areas of influence: motivation, inspiration, defusing conflict, influencing superiors, discovering a focus and constructing trust. According to the findings, the managers see stories as an effective means of building trust between leaders and their subordinates. It was also found that managers can use stories self-reflectively and as a means of self-development. Practical implications -Storytelling can empower leadership and support interaction with subordinates. One application of this study is informing elements of leadership development such as business education programmes for managers and future managers. Originality/value -Narrative leadership is a highly valued but still under-researched approach to leadership. This study seeks to fill this gap in the research by providing an empirically based contribution to the field, emphasizing the intentional nature of storytelling.

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Section: Introductionmentioning

confidence: 99%

Constructing leadership by storytelling – the meaning of trust and narratives

Auvinen

Aaltio

Blomqvist

2013

Leadership &Amp; Organization Development Journal

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“…Here, Lave and Wenger are telling a credible story based upon a notion of 'narrative rationality' (Fisher 1994), with readers being convinced of the 'coherence' and 'fidelity' of the story rather than being persuaded by empirical evidence or logical argument. 1 9 9 2 1 9 9 3 1 9 9 4 1 9 9 5 1 9 9 6 1 9 9 7 1 9 9 8 1 9 9 9 2 0 0 0 2 0 0 1 Non-education journals Education journals …”

Section: Discussionmentioning

confidence: 99%

The use of citations in educational research: the instance of the concept of ‘situated learning’

Lang

Canning

2010

Journal of Further and Higher Education

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“…Narrative researchers in various fields have identified these same five stages in spoken and written communication of almost any length or kind -from anecdotes told on inner-city streets (Labov, 1972) to elaborate theoretical texts produced by philosophers and scientists (e.g. see Fisher, 1994;Sheehan & Rode, 1999).…”

Section: Narrative As An Epistemic Mode and As Methodsmentioning

confidence: 99%

Chronicles of Change: The Narrative Turn and E-Learning Research

Friesen

2008

E-Learning and Digital Media

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Narrative case research has been widely utilized in educational inquiry to investigate different and changing positions and perspectives on questions of identity, curriculum and classroom practice. Despite the fact that case-study research of this kind is well suited to the investigation of changing technologies and their interpretation in different classroom settings, narrative methods have been little utilized in e-learning research. This article addresses this situation first of all by presenting psychologist Jerome Bruner's understanding of narrative as both a pervasive mode of cognition and a formal mode of inquiry -a dual emphasis that is central to understanding narrative as a research method. It then describes the elicitation of an individual teacher's narrative in an 'active interview' context, and presents her account of the adaptation of blog technology in a writing class. The article examines the ways in which teacher and technology are presented as agents of change in this narrative, and compares this to other, more common but less explicitly 'narrative' accounts in e-learning research. In doing so, the article makes significant reference to Jean-Francois Lyotard's notion of 'metanarratives', arguing that that the overarching meta-narrative of technological progress still informs a great deal of research in e-learning. It concludes by making the case that the influence of this particular meta-narrative should be balanced by attention to multiple 'micro-narratives', which tend to tell rather different stories.

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Narrative rationality and the logic of scientific discourse

Cited by 32 publications

References 4 publications

Constructing leadership by storytelling – the meaning of trust and narratives

Constructing leadership by storytelling – the meaning of trust and narratives

The use of citations in educational research: the instance of the concept of ‘situated learning’

Chronicles of Change: The Narrative Turn and E-Learning Research

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