EDUCATIONAL ENVIRONMENT WITHIN THE FAMILY FROM THE PERSPECTIVE OF NARRATIVE PSYCHOLOGY
Journal Title: Educational Psychology - Year 2012, Vol 44, Issue 1
Abstract
Summary: The article aims to outline a theoretical model that would be useful in research on the educational process in the family. As a starting point, a critical analysis of two trends is made, in the context of which the proposed approach that draws on narrative psychology was designed. Its main recommendation is to look at the people involved in the educational process – the adult and the child – assigning the status of the subject to both of them. Then the family environment is described as a semantic niche, as well as research that found the internal similarity of the content and formal characteristics of the narrative of individual family members, which confirms the existence of their “common language.” The educational relationship in the dyad is another issue: its constitutive features and the features resulting from the social understanding of the function it is to have. The most important dimension that defines this relationship is participation – in the culture that surrounds the system, and in the dialogue that goes on between the people. Thanks to participation, and also thanks to reciprocity that is characteristic of communication patterns, the transmission of the content of culture is made. Also the problem of control, giving control, learning and help is discussed as a feature of the dialogue. The importance of reciprocity and control is illustrated by research on the role of expectations shaping the interaction pattern. Finally, the author outlines the subject that could be taken up in research inspired by narrative psychology – moral development and its educational determinants inherent to the quality of the family environment. This seems to be a serious argument in favor of the proposed model.
Authors and Affiliations
Elżbieta Dryll
Keywords
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