Narrative Education: Arts-Based Curricula for Identity and Empathy Development 公开

Abstract

This thesis establishes a case for educational reform with specific emphasis on the power of arts-based educational efforts to develop identity and empathy in American undergraduates. It argues the necessity of empathy in an increasingly connected yet divisive world and outlines ways educators can better accommodate for and accelerate its development. Asserting the importance of cohesive identity narratives in dialogical interaction, it draws upon the pedagogical power of art, which is defined as creative narration, to help students develop and express their stories of self. This kind of preparation, it argues, equips students to forge connections within themselves and to others. To apply and test this argument, these topics were translated into a five-week identity-based art curriculum and taught to Emory University undergraduates. Through both theoretical claim and experimental application, this thesis outlines ways for educators to foster creativity, narrativity, vulnerability, and empathy within – and outside – the classroom.

Table of Contents

Manifesto: A Note to the Reader ………………………………………………………………………………….....1

Introduction: Structural, Semantic, Historical, and Cultural Context.……………………………..………. 3

Overview of Thesis………………………………………………………………………………………………………. 3

Operational Definition of Art……………………………………………………………………………………….....4

Systematic Sequestering of Humanities………………………………………………………………………....... 6

Hegemonic Preferencing of STEM-based Inquiry…………………………………………………………......... 9

Modern Necessity of Identity Development……..………………………………………………………….........12

Identity as a Precursor for Empathy……………………………………………………………………………...... 14

Pre-Existing Efforts…………….………………………………………………………………………………………. 15

Methodology………………………………………………………………………………………………………………18

Chapter 1: Well-Being, Connection, and Identity.………………………………………………………………. 21

Undergraduate Mental Health………………………………………………………………….………………....... 21

Connection and Well-Being……………………………………………………………………….……………….... 23

College as an Opportunity for Relationship and Identity Development……….………………............... 25

Approaches to The Self: As Narration and a Dialogical Process..………………….………….................. 27

Identity Rigidity and its Dangers……………………………………………………………..…….………..…..... 29

Identity Congruence vs. Coherence…………….………………………………………………………………...... 32

The Multi-Identity Thesis…………………….…………………………………………………………………….... 33

Stories as Windows to Potential Selves.…………………………………………………………………..…........ 35

Chapter 2: Empathy, Art, and Social Change……...………………………………………………………………36

A Disparate but Increasingly Connected World……………………………………..….………………........... 36

Stories as Facilitators of Empathy……………………………………………………………………………......... 37

Art Changing Identity Narratives……….……………………………………………………………………........ 39

Art Evoking Understanding.………………….…………………………………………………………………....... 41

Chapter 3: Translating to the Classroom……….……………………………………………………………….... 43

Curriculum Overview……………………………………………………………………...…….…………………..... 43

Selecting Student Age Group..……………………………………………………………….…………………....... 44

Student Agency and Input……….…………………………………………………………………………..…........ 46

Flattening Artistic Hierarchy………………………………………………...………………….…………….......... 47

Employing Interdisciplinarity……………………………………………………………..…….………………...... 48

Chaos Theory, Reservoir Elusion, and Socratic Discussion.………………………………………................ 49

Working Through Anxiety and Unpredictability……………………………………………………….............. 51

Embracing Complexity and Vulnerability…………………………………………………………………........... 53

Storytelling and Art for Identity and Empathy Development……………………………………................ 55

Appreciation and Affirmation Exercises…………………………………………………………………….......... 57

Synthesis…………………………………………….…………………………………………………………………….. 58

Conclusion: Ways Forward…………………………….……………………………………………………………….. 60

Challenging Convention………………………….………………………………………………………………........ 60

Changing Cultural Perception and Redefining Success Metrics………………………………….................. 61

Students’ Call to Action……………………………………………………………………………………………....... 62

Appendix: Curriculum…………………………………….…………………………………………………………….. 65

References……………….…………………………………….…………………………………………………………... 69

About this Honors Thesis

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School	Emory College
Department	Interdisciplinary Studies in Society and Culture
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Sociology, Social Structure and Development Psychology, Personality Education, Instructional Design
关键词	interdiscipline personality connected undergraduate narrative multi-discipline art rigidity education multi discipline performative art socratic relationships mental health well-being students coherence disparate convention cross-genre elementary school self humanities interdisciplinarity potential storytelling identity story empathy increasingly anxiety curriculum world curricula connection complexity redefining discussion dialogical metrics success affirmation theory appreciation changing chaos higher education unpredictability middle school vulnerable vulnerability development dangers high school film facilitators college stories multi-identity resevoir congruence music teaching understanding relationship
Committee Chair / Thesis Advisor	Aubrey Graham, Emory University
Committee Members	Peter Wakefield, Emory University Cynthia Willett, Emory University Carlton Mackey, Emory University

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