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RECONSTRUCTION OF SOCIAL SCIENCE AND HUMANITIES THROUGH NARRATIVE
Corresponding Author(s) : Kang, Hyeon-Suk
Humanities & Social Sciences Reviews,
Vol. 7 No. 5 (2019): September
Abstract
Purpose: The purpose of this paper is to present new directions and research strategies through critical analysis of the academic tendencies of existing social science and humanities. The narrative theory of human experience is adopted as a theoretical rationale for critical analysing existing social sciences and humanities. Since the 1970s and 1980s, the academic tendencies of the humanities and social sciences have been transformed into the narrative turn. We focus on the new integrity of humanities and social sciences in light of the narrative theory that approaches the totality of human life. The narrative theory for academic inquiry makes use of the position of Bruner, Polkinghorne, Ricoeur
Methodology: We reviewed the literature related to the research topic and took an integrated approach to the philosophical analysis of core claims.
Main Findings: As a result, the narrative theory has a characteristic approach to human life and experience as a whole, and it is possible to integrate by narrative ways of knowing.
Implications/Applications: Based on this narrative theory, existing humanities and social sciences need to be reconstructed into narrative science. And a narrative method or narrative inquiry is useful as its specific inquiry method. As a narrative science, humanities and social sciences can be implemented by the integration of human experience and narrative epistemology. It has the advantage of integrating the atomized sub-sciences into the narrative of human experience according to this new method. Also, in-depth research on concrete exploration strategies is expected in the future.
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- Bruner, J. S. (1990). Acts of meaning (Vol. 3). Cambridge, MA: Harvard University Press.
- Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
- Cho, I. (2014). The Nature of Narrative and its Practical Implications for Schooling. The Korean Society for Narrative Education, 2(3), 49-68.
- Hashem, T. N. (2016). The impact of social media on customers’ image for mobiles. Journal of Advances in Humanities and Social Sciences, 2(5), 269-277. https://doi.org/10.20474/jahss-2.5.3 DOI: https://doi.org/10.20474/jahss-2.5.3
- Jung, J. (2016). Courage to Face Oneself: A Study of the Meaning of the Currere Experience in a Curriculum Course. The Journal of Curriculum Studies, 34(3), 103-126.
- Kamaruddin, N., & Sulaiman, S. (2017). A Conceptual Framework for Effective Learning Engagement Towards Interface Design of Teaching Aids Within Tertiary Education. Journal of Advanced Research in Social Sciences and Humanities, 2(1), 35-42. https://doi.org/10.26500/JARSSH-02-2017-0105 DOI: https://doi.org/10.26500/JARSSH-02-2017-0105
- Kang, H. (2005). In Search of the Possibility and the Development of Narrative Curriculum excluded in Paradigmatic Curriculum System. The Journal of Curriculum Studies, 23(2), 83-115.
- Kang, H. (2016). New research methods of humanities and social sciences: narrative inquiry. Hankookmunhwasa, Seoul.
- Kang, H., Jeon, H. & Shin, H. (2016). The Narratology for Humanities and Social Science. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 6(12), 369-377. https://doi.org/10.14257/AJMAHS.2016.12.04 DOI: https://doi.org/10.14257/AJMAHS.2016.12.04
- Kwon, O. & Kim, Y. (2003). Structure and issues of social pedagogy. Seoul: Education Science.
- Lee, H. (2002). Inquiry on ‘Currere’ as a curriculum understanding. The Korean Journal of Educational Methodology Studies, 14(1), 64-93.
- Mansouri, S., & Mhunpiew, N. (2016). Leadership is skin deep: A new way of being through inside-out effect of leadership and its strategies in teaching. Journal of Advances in Humanities and Social Sciences, 2(3), 133-142. https://doi.org/10.20474/jahss-2.3.2 DOI: https://doi.org/10.20474/jahss-2.3.2
- Park, M. (2006). A theoretical investigation on the concept of narrative: Storytelling, meaning-making, and communication. Asian Journal of Education, 7(4), 27-47.
- Paulino, H., Gatpandan, M. F., Rosas, & Daniel, D. J. R. (2017). Microsoft office specialist and Microsoft technology associate certification: An integrated curriculum for technical skills validation. Journal of Advanced Research in Social Sciences and Humanities, 2(5), 277-283. https://doi.org/10.26500/jarssh-02-2017-0501 DOI: https://doi.org/10.26500/jarssh-02-2017-0501
- Pinar, W. & Grumet. (1981). Theory and practice and the reconceptualization of curriculum studies. In Martin Lawn and Len Barton(Eds.) Rethinking curriculum studies: A Radical Approach (20-42). New York, NY: Croom Helm.
- Polkinghorne, D. E. (1988). Narrative knowing and human science. Albany: SUNY Press.
- Reza, F., Rusidah, S., & Forasidah. (2017). The Influence of Interpersonal Communication and Organizational Culture on Job Satisfaction of Academics University Achmad Yani Banjarmasin. International Journal of Business and Economic Affairs, 2(5), 310-316. https://doi.org/10.24088/IJBEA-2017-25005 DOI: https://doi.org/10.24088/IJBEA-2017-25005
- Riessman, C. K. (2008). Narrative methods for the human science. Sage Publications.
- Short, E. C. (Ed) (1991). Forms of curriculum inquiry. Albany, New York: State University of New York Press.
- So, K. (2004). Narrative Inquiry: Implications for teacher-education curriculum. Korean Journal of Educational Research, 42(4), 189-211.
- Thipayasothorn, P., Pongchomporn, G., Jantaragant, P., & Nokyoo, J. (2016). The inclusive educational experience of exceptional and normal children in primary school for architectural design. Journal of Advances in Humanities and Social Sciences, 2(4), 232-242. https://doi.org/10.20474/jahss-2.4.4 DOI: https://doi.org/10.20474/jahss-2.4.4
References
Bruner, J. S. (1990). Acts of meaning (Vol. 3). Cambridge, MA: Harvard University Press.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Cho, I. (2014). The Nature of Narrative and its Practical Implications for Schooling. The Korean Society for Narrative Education, 2(3), 49-68.
Hashem, T. N. (2016). The impact of social media on customers’ image for mobiles. Journal of Advances in Humanities and Social Sciences, 2(5), 269-277. https://doi.org/10.20474/jahss-2.5.3 DOI: https://doi.org/10.20474/jahss-2.5.3
Jung, J. (2016). Courage to Face Oneself: A Study of the Meaning of the Currere Experience in a Curriculum Course. The Journal of Curriculum Studies, 34(3), 103-126.
Kamaruddin, N., & Sulaiman, S. (2017). A Conceptual Framework for Effective Learning Engagement Towards Interface Design of Teaching Aids Within Tertiary Education. Journal of Advanced Research in Social Sciences and Humanities, 2(1), 35-42. https://doi.org/10.26500/JARSSH-02-2017-0105 DOI: https://doi.org/10.26500/JARSSH-02-2017-0105
Kang, H. (2005). In Search of the Possibility and the Development of Narrative Curriculum excluded in Paradigmatic Curriculum System. The Journal of Curriculum Studies, 23(2), 83-115.
Kang, H. (2016). New research methods of humanities and social sciences: narrative inquiry. Hankookmunhwasa, Seoul.
Kang, H., Jeon, H. & Shin, H. (2016). The Narratology for Humanities and Social Science. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 6(12), 369-377. https://doi.org/10.14257/AJMAHS.2016.12.04 DOI: https://doi.org/10.14257/AJMAHS.2016.12.04
Kwon, O. & Kim, Y. (2003). Structure and issues of social pedagogy. Seoul: Education Science.
Lee, H. (2002). Inquiry on ‘Currere’ as a curriculum understanding. The Korean Journal of Educational Methodology Studies, 14(1), 64-93.
Mansouri, S., & Mhunpiew, N. (2016). Leadership is skin deep: A new way of being through inside-out effect of leadership and its strategies in teaching. Journal of Advances in Humanities and Social Sciences, 2(3), 133-142. https://doi.org/10.20474/jahss-2.3.2 DOI: https://doi.org/10.20474/jahss-2.3.2
Park, M. (2006). A theoretical investigation on the concept of narrative: Storytelling, meaning-making, and communication. Asian Journal of Education, 7(4), 27-47.
Paulino, H., Gatpandan, M. F., Rosas, & Daniel, D. J. R. (2017). Microsoft office specialist and Microsoft technology associate certification: An integrated curriculum for technical skills validation. Journal of Advanced Research in Social Sciences and Humanities, 2(5), 277-283. https://doi.org/10.26500/jarssh-02-2017-0501 DOI: https://doi.org/10.26500/jarssh-02-2017-0501
Pinar, W. & Grumet. (1981). Theory and practice and the reconceptualization of curriculum studies. In Martin Lawn and Len Barton(Eds.) Rethinking curriculum studies: A Radical Approach (20-42). New York, NY: Croom Helm.
Polkinghorne, D. E. (1988). Narrative knowing and human science. Albany: SUNY Press.
Reza, F., Rusidah, S., & Forasidah. (2017). The Influence of Interpersonal Communication and Organizational Culture on Job Satisfaction of Academics University Achmad Yani Banjarmasin. International Journal of Business and Economic Affairs, 2(5), 310-316. https://doi.org/10.24088/IJBEA-2017-25005 DOI: https://doi.org/10.24088/IJBEA-2017-25005
Riessman, C. K. (2008). Narrative methods for the human science. Sage Publications.
Short, E. C. (Ed) (1991). Forms of curriculum inquiry. Albany, New York: State University of New York Press.
So, K. (2004). Narrative Inquiry: Implications for teacher-education curriculum. Korean Journal of Educational Research, 42(4), 189-211.
Thipayasothorn, P., Pongchomporn, G., Jantaragant, P., & Nokyoo, J. (2016). The inclusive educational experience of exceptional and normal children in primary school for architectural design. Journal of Advances in Humanities and Social Sciences, 2(4), 232-242. https://doi.org/10.20474/jahss-2.4.4 DOI: https://doi.org/10.20474/jahss-2.4.4