Integrating Narrative and Propositional Knowledge in Learning From and Through Experience

• In Event: Roundtable Session 112
  In Roundtable Session: Multiple Narratives: Learning From One Another

Abstract

The purpose of this study was to examine the process of meaning-making demonstrated by peer mentors with various levels of experience through participation in focused story cycles. The study was based in narrative research and invited story cycle participants to articulate their understandings of mentoring theory and personal mentoring experiences using a narrative format. As their experience in the process increased, peer mentors were more likely to use the propositional knowledge as story. Furthermore, peer mentors came to use propositional knowledge to point to and interpret their own mentoring experiences. Thus, storied knowledge seemed to be used to validate or provide examples of the principles and theories they were exposed to in their reading.

Authors

• Bryce Douglas Bunting, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University

• Patricia Esplin, Brigham Young University