The use of biographical narratives in exemplarist moral education

Abstract

This article examines the use of biographical narratives in contemporary moral education, with particular reference to the exemplarist moral theory (EMT) of Linda Zagzebski. It distinguishes between classical and modern versions of exemplarist moral education, highlighting the seminal contribution of Augustine's Confessions. Itself an autobiography, Confessions presents a new way to read a life, highlighting a transition from the conformist pattern of replication inherent in classical education to a central concern with self-identity and the inner life. We argue the educational benefits of a modern Augustinian approach, presenting and responding to four important concerns: (1) the selectivity of authors and educators in choosing which exemplars and life events to present; (2) the rhetorical power of narratives, which can be used as a means of indoctrination; (3) the need for students to be appropriately receptive in order for exemplar narratives to increase moral motivation; (4) the importance of relevance and realism in the exemplar narratives that are used. Along the way, we highlight a significant tension in EMT, relating to the instability of its grounding on the identification of human exemplars and the possibility of selecting individuals who may later come to light as far from exemplary persons.

Symposium Introduction: The Pedagogical Potential of Exemplar Narratives in Moral Development and Moral Education

“…We cannot assume that the readers or audiences of exemplary tales will respond in uniform or even predictable ways to the exemplar narratives. 30 The transfer of meaning between the exemplar narrative and its audience is neither linear nor monolithic. To better understand exemplar narratives, we must engage with perspectives from literary and cultural studies to appreciate the material context in which exemplary tales are consumed by readers and spectators.…”

Reception of Students to a Collection of Short Stories with the Theme of Kompas Social Dynamics in 2021 to Improve Moral Education in High School

“…So it can be concluded that the collection of short stories selected by Kompas with the theme of the dynamics of social life in 2021 are still suitable and relevant to be used as teaching material even though the language in these short stories is still rather difficult to understand. The results of this study are also in line with the results of research conducted by Brook et al Research produced by Brook et., al obtained the result that biographical narrative texts can be used as teaching materials so that students can practice understanding a situation in life [45]. So it can be said that making literary works as teaching materials to obtain moral education is the most appropriate way.…”

Aspects regarding the use of didactic strategies in the realization of moral education. Teachers' opinions and equal opportunities in primary education in Romania

“…Biographical texts are another source in this direction, because moral models are somehow connected to concrete life in all its complexity (Vos, 2018). This type of literature makes possible a detailed observation of the person's inner life and actions, revealing the very process of his moral development (Brooks et al 2021). Theatre is considered to have an even greater moral influence on the child than written literature (Winston, 1999).…”