Abstract
Narrative is a foundational element to understanding human learning. Our inherent capacity to tell and process stories allows us to communicate and remember complex information to improve and adapt to our environments. This paper presents stories of experience as a pedagogical approach that can enliven curriculum in an age of technological dominance by providing a theoretical foundation of experience, narrative, and autobiography. Together with pedagogies of listening, storytelling, and care, they suggest an alternative transformative engagement with learning.
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