Stories, cases, and practical wisdom

Abstract

We discuss in this journal what we hope will engage readers in a range of questions about the potential uses of cases and stories in initiating and maintaining reflections about teaching practice. By beginning with an event description and then watching as it is transformed into a story with commentary and then again into a case with commentary we attempt to open up possibilities for ourselves and our readers, especially those who endeavor to encourage reflection and dialogue about teaching on their campuses. Even with this practical focus, however, we have found in our own interactions that case and story lead into numerous questions, paths that beckon, and resistance that may seem to block the way. The employment of case and story frequently reveals layers of meanings, large scale assumptions about knowledge, imagination, and action in the context of contemporary institutions. In addition, even though we have rather naturally found ourselves collaborating about case and story as though they are obviously denizens of the same habitat, we have often noted suspicions that there are also important differences between case and story. And, since these approaches are not familiar modes of professional practice, how to judge their effectiveness further broadens the dialogue. The position I want to urge here is that there are several lines of philosophical thought which, though they differ among themselves, converge in recommending the sort of rethinking of professional practice that cases and stories call forth. I will offer a sample of four discussions in philosophy that I believe add plausibility to the attempt to use stories and cases in enhancing teaching practice in higher education and provide needed perspectives for reflection.