As per Landrum et al., (2019), storytelling has been an important method of
teaching ever since the inception of human communication. Unfortunately,
however, storytelling’s innate power to teach has been underestimated by modern
educators (Landrum et al., 2019). Relatedly, researchers Suzuki et al., (2018)
discovered via functional magnetic resonance imaging (F-MRI) that when people
listen to stories multiple regions of their brains are activated. Relatedly, when we
tell stories to others the same brain regions that are activated in our brains (as
we tell the story) are usually activated in the listener’s brain. In other words, the
brains of the storyteller and listener can synchronize (Suzuki, 2018).
Per James et al., (2015) Jesus used storytelling as a primary teaching strategy, in
that he told parables to get his point across when he was instructing his
followers. It seems moreover, that the parable/storytelling method of instruction
was commonly used by rabbinical teachers at that time and that Jesus used
parables to significant effect because, he spoke directly to his audience, and he
kept his stories simple and relatable. Per Keener, (2009) however, what was truly
distinct about Jesus’ teaching style was not that he offered his own
interpretations of the stories he told, but that he tended to offer no interpretation.
For a teacher to tell a story without stating the point he was trying to make was
comparable to asking his listeners a riddle, which in turn piques their interest in
the story even more (Keener, 2009).
In Matthew 13, verses 1-13, Jesus steps into a boat, sits down and proceeds to
teach his followers on the shore by telling them the Parable of the Sower. In this
story, Jesus relates to his listeners that while many of the Sower’s seeds do not
take root (because the soil is barren or rocky), it happens that many seeds do
take root and they produce up to one hundred times more grain and crops than
were ever sown. Jesus ends his story by saying, “Whoever has ears to hear, let
them hear.” By including things in his story that his listeners were familiar with
(like sowing seeds and growing crops), Jesus ensured that his listeners would be
able to follow his story. However, by not explicitly stating the point he was trying
to make Jesus leaves the interpretation up to his listeners. In turn, they are left to
produce their own meanings for the story. Most importantly, by allowing his
listeners to make their own interpretations Jesus is piquing their interest which
creates a more dynamic and interactive learning environment.
In my hypothetical undergraduate psychology course, (i.e., PSYC 443: Introduction
to the Psychology of Alfred Adler) I too can use storytelling as a method of
instruction. Also, by allowing my students to draw their own conclusions about
the stories I tell, I will be creating a learning environment where the students can
use their own experiences to draw their own conclusions. Finally, by inviting my
students to tell their own stories without stating a point, I will be creating a fertile
learning environment for them.
Question: Do you think allowing your students to draw their own conclusions from
instructional stories will make for a better more interactive learning environment
in your hypothetical course?
References
James, G., Martinez, E., & Herbers, S. (2015). What can jesus teach us about
student engagement? Journal of Catholic Education, 19(1), 129–154. a a a a a a a a a a a
https://doi.org/10.15365/joce.1901062015
Keener, C. S. (2012). The historical jesus of the gospels. William B. Eerdmans
Publishing Company.
Landrum, R. E., Brakke, K., & McCarthy, M. A. (2019). The pedagogical power of
storytelling. Scholarship of Teaching and Learning in Psychology, 5(3), 247–253.
https://doi.org/10.1037/stl0000152
Suzuki, W. A., Feliú-Mójer, M. I., Hasson, U., Yehuda, R., & Zarate, J. M. (2018,
October 31). Dialogues: The science and power of storytelling. Journal of
Neuroscience. Retrieved July 6, 2022, from
https://www.jneurosci.org/content/38/44/9468
