Social and Educational Functions of [Literary] Narratives
Grafika w sepii przedstawiająca dwie półki z otwartymi szufladami w archiwum. Napis: Poznańskie Studia Slawistyczne numer 19 2020 Archiwum jako praktyka
PDF (Slovenščina)

Keywords

narrative
narrative universals
social function
educational function

How to Cite

Štubňa, P. (2021). Social and Educational Functions of [Literary] Narratives. Poznańskie Studia Slawistyczne, (19), 363–377. https://doi.org/10.14746/pss.2020.19.18

Abstract

The study deals with social and educational functions of (literary) narratives – both oral and written – in everyday life of a socially grounded individual. Narratives (or stories told or read) play an essential role in building and strengthening social bonds within a community (by spending time together, informing its members of preferred social values and behaviour patterns, etc.) The author sustains that narratives circulating within a particular community (or ethnic group, nation) should be viewed and analyzed from the perspective of cultural anthropology.

As an educational tool, stories are utilized not only in families and schools, but also in penitentiary and correctional institutions or in public reading courses.

The author also pays attention to particular structural components of “captivating” narratives (such as novelty, surprise, cognitive and/or emotional relevance to the reader, etc.) and so-called narrative universals – themes, types of characters, plots and settings that are common to all cultures worldwide (such as romantic love, human desires and needs, sacrifice, etc.).

https://doi.org/10.14746/pss.2020.19.18
PDF (Slovenščina)

References

Bangerter, A. (2000). Transformation between Scientific and Social Representations of Conception: the Method of Serial Reproduction. „British Journal of Social Psychology“ no. 39, s. 521–535.

Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press.

Bátoryová, D., Kusý, P. (2012). Využitie muzikoterapie pri práci s deťmi. In: Evropské pedagogické fórum 2012. Hradec Králové: Magnanimitas, s. 261–267.

Boyd, B. (2009). On the Origin of Stories: Evolution, Cognition and Fiction. Cambridge, MA: Harward University Press.

Bílek, P. (2003). Hledání jazyka interpretace. K modernímu prozaickému textu. Brno: Host.

Brewer, W. F., Nakamura, G. V. (1984). The Nature and Funcions of Schemas. In: Handbook of Social Cognition. Eds R. S. Wyer, T. K. Srull, Hillsdale, New York: Erlbaum, s. 119–160.

Brewer, W. F. (1985). The Story Schema: Universal and Culture-specific Properties. In: Literacy, Language, and Learning. Eds D. R. Olson, N. Torrance, A. Hildyard, Cambridge: Cambridge University Press, s. 167–194.

Chaffe, W. (1990). Some Things That Narratives Tell Us about the Mind. In: Narrative Thought and Narrative Language. Eds B. K. Britton, A. D. Pellegrini, Hillsdale: Lawrence Erlbaum Associates, Inc.

Cingerová, N., Dulebová, I. (2019). Jazyk a konflikt. My a tí druhí v ruskom verejnom diskurze. Bratislava: Univerzita Komenského.

Cook, G. (1997). Language Play, Language Learning. „ELT Journal“ 51/3, s. 224–231.

Dessalles, J.-L. (2007). Why We Talk – The Evolutionary Origins of Language. Oxford: Oxford University Press.

Dessalles, J.-L. (2008). Spontaneous Narrative Behaviour in Homo Sapiens: How Does It Benefit to Speakers? In: The Evolution of Language: Proceedings of the 7th International Conference (EVOLANG7). Eds A. D. M. Smith, K. Smith, R. F. Cancho. World Scientific Publishing, s. 91–98.

Eeggins, S., Slade, D. (1997). Analysing Casual Conversation. London: Equinox. Fülöpová, M. (2014). Odvrávajúce obrazy. Bratislava: Univerzita Komenského.

Fülöpová, M. (2020). Archetypálny hrdina v idylickom svete. In: SAS 49. Eds M. Vojtech, J. Pekarovičová. Bratislava: Univerzita Komenského.

Gallese, V., Wojsciehowski, H. (2010). How Stories Make Us Feel: Toward an Embodied Narratology. „California Italian Studies“ 2/1, s. 1–19.

Gerring, R. J. (1989). Reexperiencing Fitcion and Non-fiction. „Journal of Aesthetics and Art Criticism“ 47/3, s. 277–280.

Gottschall, J. (2008). Literature, Science, and New Humanities. New York: Palgrave Macmillian.

Gritti, F. (2014). Duchovné hľadanie v hermetickej poézii Mária Luziho. „World Literature Studies“ 6/1, s. 21–32.

Gritti, F. (2015). Zmysel ľudského utrpenia v poézii Mária Luziho. In: Duchovná cesta a jej podoby v literatúre. Ed. M. Kučerková. Nitra: UKF.

Halász, L. (1991). Effect and Reminding in Literary Text Processing. In: Empirical Studies of Literature. Eds E. I. D. Schram, G. Steen. Amsterdam: Rodopi, s. 79–85.

Hogan, P. C. (2003). The Mind and Its Stories. Narrative Universals and Human Emotions. Cambridge: Cambridge University Press.

Hsu, J. (2008). The Secrets of Storytelling. „Scientific American Mind“ 19, s. 46–51.

Jarjoura, G. R., Krumholz, S. T. (1998). Combining Bibliotherapy and Positive Role Modeling as an Alternative to Incarceration. „Journal of Offender Rehabilitation“ 28, s. 127–139.

Keen, S. (2006). A Theory of Narrative Empathy. „Narrative“ 14, s. 207–236.

Kusý, P. (2015). Interpersonálna teória hudby a hudobná mediácia u detí. In: Dimenzia muzikoterapie v praxi, výskume a edukácii. Eds P. Krajčí, K. Priesterová. Bratislava: IRIS, s. 166–172.

Kusý, P. (2018). Interpersonálna teória hudby: teoretické východiská, výskumné rezultáty a možnosti aplikácie. Trnava: Typi Universitas Tyrnaviensis.

Labov, W. (1997). Some Further Steps in Narrative Analysis. „Journal of Narrative and Life History“ vol. 7/1–4, s. 395–415.

Long, E. (2003). Book Clubs: Women and the Uses of Reading in Everyday Life. Chicago, IL: University of Chicago Press.

Lyons, A., Kashima, Y. (2003). How Are Stereotypes Maintained through Communication? „Journal of Personality and Social Psychology“ 85, s. 989–1005.

Mar, R. A., Oatley, K. (2008). The Function of Fiction in the Abstraction and Simulation of Social Experience. „Perspectives on Psychological Science“ 3/3, s. 173–192.

Mar, R. A. et al. (2006). Bookworms vs. Nerds: Exposition to Fiction vs. Non-fiction, Divergent Associations with Social Ability, and the Simulation of Fictional Social Worlds. „Journal of Research in Personality“ 40, s. 694–712.

Mehl, M. R.,Vazire, S., Ramírez-Esparza, N., Slatcher, R. B., Pennbaker, J. W. (2007). Are Women Really More Talkative than Men? „Science“ 317/5837, s. 82.

Mesárová, E. (2014). Fantastika a jej uplatnenie v talianskej postmodernej próze. „Jazyk a literatúra“ 1/1, s. 26–45.

Mesárová, E. (2015). Il fenomeno del realismo magico e del fantastico nella letteratura italiana. In: Quo vadis, Romanistica? 5. Bratislava: UK, s. 47–56.

Mesoudi, A., Whiten, A. (2008). The Multiple Roles of Cultural Transmission Experiments in Understanding Human Cultural Evolution. „Philosophical Transactions of the Royal Society B“ 363, s. 3489–3510.

Oatley, K., Mar, R. A. (2005). Evolutionary Pre-adaptation and the Idea of Character in Fiction. „Culture and Evolutionary Psychology“ 3, s. 181–196.

Olsen, A. (2011). Fictional Stories Reveal Human Biases: How a Preference for Tales of Resourceful Heroes Sheds Light on the Evolution of Language. Edinburgh: University of Edinburgh.

Paris, B. J. (1997). Imagined Human Beings: a psychological Approach to Caracter and Conflict in Literature. New York–London: New York University Press.

Plichtová, J. (2002). Metódy sociálnej psychológie zblízka. Kvalitatívne a kvantitatívne skúmanie sociálnych reprezentácií. Bratislava: Média.

Prince, G. (1987). A Dictionary of Narratology. Lincoln: University of Nebraska Press.

Remjanová, K., Valešová Malecová, B. (2017–2018). Práca s príbehom v období predškolského veku (1). „Predškolská výchova“ roč. 72, č. 2, s. 21–25.

Sarbin, T. R. (1986). The Narrative as a Root Metaphore for Psychology. In: Narrative Psychology. The Storied Nature of Human Conduct. Ed. T. R. Sarbin. New York: Praeger Publishers, s. 3–21.

Sscholes, R., Kellogg, R. (1966). The Nature of Narrative. New York: Oxford University Press.

Skulsky, H. (1980). On Being Moved by Fiction. „Journal of Aesthetics and Art Criticism“ 39/1, 5–14.

Štubňa, P. (2017). Psychológia literatúry. 2. vydanie. Bratislava: Univerzita Komenského.

Tabačková, K., Kusý, P. (2014). Rozvíjanie hudobnej tvorivosti u detí. „Naša škola“ 17/5–6, s. 16–22.

Todorov, T. (2002 [1966]). Kategorie literárního vyprávění. In: Znak, struktura, vyprávění. Výbor z prací francouzského strukturalismu. Ed. P. Kyloušek. Brno: Host.

Trounstine, J. R., Waxler, R. P. (2005). Finding a Voice: the Practise of Changing Lives through Literature. Ann Arbor, MI: University of Michigan Press.

Valešová Malecová, B. (2015). Vývinová biblioterapia u detí predškolského a školského veku. In: Špeciálnopedagogické poradenstvo, Informačný bulletin XIX. Bratislava: Výskumný ústav detskej psychológie a patopsychológie, s. 25–36.

Valešová Malecová, B. (2016). Využitie vývinovej biblioterapie v inkluzívnom procese na základnej škole. In: Expresivita v (art)terapii. Bratislava: Univerzita Komenského, s. 32–40.

Valešová Malecová, B. (2016). Vývinová biblioterapia u detí staršieho školského veku a adolescentov. In: Expresívne terapie vo vedách o človeku. Bratislava: Univerzita Komenského, s. 16–25.

Walton, K. L. (1978). Fearing Fictions. „Journal of Philosophy“ 75/1, s. 5–27.

Zunshine, L. (2006). Why we Read Fiction: Theory of Mind and the Novel. Columbus, Ohio: State University Press.