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Storytelling as Inquiry course

Paul Grobstein's picture

Continuing story telling ....

Submitted by Paul Grobstein on Fri, 12/14/2007 - 9:35am

A place to continue thinking about/sharing stories about/related to/stemming from story telling as inquiry ...

including scripts/reflections on/from our final celebration-- 

Anne Dalke's picture

Week 13--Bryn Mawr's Story

Submitted by Anne Dalke on Sun, 12/09/2007 - 1:02pm
So, as we move toward conclusion: think out loud a little bit here about your own experience with Bryn Mawr so far .... what kind of culture is it? what's its "story"? In what ways, in your experience so far, is it abling and disabling? Unconsciously? Consciously? What things in the readings confirm your sense of Bryn Mawr? What surprises you?

Final Evaluation

Storytelling as Inquiry
Fall 2007 CSem
Student Course Evaluation

A "non-traditional" course in both content and format ... and so needing feedback for continuing evolution

How significant did you find the course for your education generally? Give a number, from 0 (not at all significant) to 10 (very significant), and provide any additional comments you think would be helpful.




How significant did you find the course for your understanding of storytelling? Give a number, from 0 (not at all significant) to 10 (very significant) for each, and provide any additional comments that you think would be helpful.



Reading Frankenstein

Frankenstein Notes

I. Papers to Return
II. Sign Up for Final Performances, 1 p.m. Sun, 16th
III. Hand out Instructions for Final Portfolio
IV. Catching up on Postings....?
V. Brianna notetaker this week....

VI. Reading Frankenstein
what would other authors say about it?
(Bettelheim re: fairy tale elements?
Brecht/Abbott/Dennett re: science story?
Polyani/Lakoff/Vygostsky/Pinker/Sacks re: tacit knowledge?
language acquisition?
Silko/Geertz/McD&Varenne re: abling, disabling cultural story?

novel of education (failed education)?
calls into question aims/purposes of education:

Instructions for Preparing Your Final Portfolio

College Seminar I
Bryn Mawr College
Fall 2007

Questions, Intuitions, Revisions:
Storytelling as Inquiry

Anne Dalke (English House, ext. 5308, adalke@brynmawr.edu)
Paul Grobstein (Park Science Building,
ext. 5098, pgrobste.edu)

Instructions for Preparing your Final Portfolio

Getting Together to Tell Stories!


Day 20 of Storytelling as Inquiry:
Getting Together to Tell Stories

I. Welcome to Paul's section! Please sit alternatingly...

II. Papers due Tuesday (Audra, Meredith to me @ 9)

 

Story Telling as Inquiry Web Papers

These are webpapers emerging from "Storytelling as Inquiry," a first-semester seminar offered at Bryn Mawr College in Fall 2007.

 

Returning from break...

I. Welcome back...relevant stories?

II. Reporting on my own visit to the

Susan B. Anthony Memorial Unrest Home:
a dance of welcome and exclusion....

 

Anne Dalke's picture

Week 7--Tacit Understanding

Submitted by Anne Dalke on Wed, 10/17/2007 - 2:28pm

Welcome to the third portion of our class on "Storytelling as Inquiry." Our topic for the next few weeks is the brain of the storyteller: What's in it? How's it work? How does its working influence how we work--how we intuit and write and revise our stories?

Our initial readings in this topic, for Thursday, include selections from Polanyi's The Tacit Dimension, and from Lakoff & Johnson's Philosophy in the Flesh.

So, for starters, and in response to the claims of these texts: What experiences of tacit understanding have you had? What sorts have you seen others using? What tacit knowledge did you come in here possessing? What do you know that you cannot tell? (And? so? How are you going to tell it?)

Storytelling as Inquiry: Class Roster

Storytelling as Inquiry

Fall 2007 Course Roster

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Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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