{"id":3060,"date":"2015-06-01T22:36:34","date_gmt":"2015-06-01T14:36:34","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3060"},"modified":"2015-06-01T22:36:46","modified_gmt":"2015-06-01T14:36:46","slug":"self-narrative-and-life-transformation-a-learning-story-of-fan-shu-at-lu-di-community-university","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3060","title":{"rendered":"Self-Narrative and Life Transformation: A Learning Story of Fan-Shu at Lu-Di Community University"},"content":{"rendered":"

Cheng-Pin Lai<\/strong>
\nDepartment of Psychology\u00a0Fu-Jen Catholic University
\nShing-Shiang Ting<\/strong>
\nDepartment of Psychology\u00a0Fu-Jen Catholic University<\/p>\n

As an educational approach to inquire the \u201clife world\u201d , the self-narrative writing activity under certain conditions can help a student to achieve self-comprehension and self-transformation. The learning process of the student Fan Shu at Lu Di Community University is a good illustration.
\nIn so doing, the narrator needs to learn how to reframe his life experiences, and through a dialogue between different self–narrative texts to reconstruct his life story. Planning and building a fair and friendly narrating climate is the key to facilitate self-narrative writing. Also, it is necessary for the members in class to become the \u201cunderstanding significant others\u201d, \u201cactive listeners\u201d and \u201csupporting companies\u201d so as to help the narrator to move on. Consequently, self-transformation processes would take place when the narrator confronts social narrative scenarios and interpersonal relationships in real life. Self-understanding by such an inquiry is projected to a broader sense of the communion and more complicated human relations. The \u201crole of the teacher\u201d in this study is not an authority who is interested in the pursuit of impersonal nomothetic knowledge; instead, he is a \u201ccollaborative planner\u201d and \u201cintersubjective interpreter \u201d to pursue life-transformation by facilitating narrations of the narrator. Thus, self-narrative writing activity is not only a co-authorship process but also turns into a creation of life aesthetics and co-existentialism.
\nSuch adult education of social praxis implies that students can reactivate their affectivity, and the minority can find their own voices and identities through reconstructing their stories. By empowering and consolidating themselves, the civil society elevates as well.<\/p>\n

Keywords: self-narrative , adult education, social praxis<\/p>\n","protected":false},"excerpt":{"rendered":"

Cheng-Pin Lai Department of Psychology\u00a0Fu-Jen Catholic …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[114],"tags":[],"class_list":["post-3060","post","type-post","status-publish","format-standard","hentry","category-114"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t