And, in personal terms, I confess that I abandoned this post mid-way in order to dash to the TV for this week’s episode of Downton Abbey. Like many other teachers, I’ve discovered the attention that lights student eyes when I tell a story in class – a case study, a story of discovery, a relevant plot summary. Yes, today I’d like to turn to a favourite topic of mine – storytelling. (That is, if you believe me that there is such a day this month!) On guard against scams! February 29, 2016.Is critical thinking utterly futile? February 22, 2016.What does storytelling do to knowledge? February 15, 2016.Does it matter to tell the truth? February 8, 2016.Today’s post is one in a four-part series on “Big lies, clever cons, and TOK ways of knowing”: What, then, is the role of storytelling in telling lies, and telling truths? At the same time, however, stories have an enriching role in the creation of knowledge, not just in obvious areas such as literature and history but also in areas such as the sciences where we might not expect a narrative to carry us. In the scams of con artists, they have the power to “get you emotionally transported enough that you stop asking questions, or at least the questions that matter.” So warns Maria Konnikova, whose recently published book The Confidence Game prompted my post last week, and this week.
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