story telling as a mechanism for learning

Storytelling has a lot to do with a communicator wishing to persuade. It goes to the old idea of the Greek concept of pathos – appealing to the emotions of an audience. Stories “create shared sentiment and understanding with audience members.” Through storytelling, the communicator “step[s] into the role of the audience member.” Not only does the story teller empathize, they also captivate. “Communicators engage the audience and allow members to feel as if they are present and part of the story that unfolds (SNHU, n.d). “Stories bring brains together,” according to Zak. This is an evolutionary aspect of our brains that allow us to interpret the mindset of others. Through this pathos, we are able to determine if the persuader is “angry or kind, dangerous or safe, friend or foe” (Zak, 2013).

I am obsessed with this phenomena. I am obsessed with improving our education system here in America. I learned of the power of persuasion during my time working in public relations and journalism in the Army. I know and respect the power. For these reasons I have dedicated this chapter of my life to understanding it better, so as to encourage and tap the learning potential of future Americans – that is our children. I have produced several unread documents detailing the use of narratives to teach mathematics. One that comes to mind is a treatise where I encourage the use of math history as a means for students to better relate and understand the context of the “LOG” and “LN” keys on their calculators by using common exercises based upon the early works of the original inventors of logarithms, John Napier and Joost Burgi. Each of these characters of history have an emotional appeal, however their lives and accomplishments remain nearly unknown in modern math curriculum.

Mathematics is unfortunately a forgotten and unappreciated subject here in America. Through the act of persuasion and, of course narratives, I plan to change that scenario.