Narrative forms of mental representation and their influence on comprehension, communication and judgment, have rapidly become one of the main foci of research and theory in not only psychology but also other disciplines, including linguistics, sociology, and anthropology. No one has been more responsible for the awakening of interest in this area than Roger Schank and Bob Abelson. In their target article, they argue that narrative forms of mental representation, or "stories," are the basic ingredients of social knowledge that play a fundamental role in the comprehension of information conveyed in a social context, the storage of this information in memory, and the later communication of it to others. After explicating the cognitive processes that underlie the construction of narratives and their use in comprehension, memory and communication, the chapter authors consider the influence of stories on a number of more specific phenomena, including political judgment, marital relations and memory distortions that underlie errors in eyewitness testimony. The provocativeness of the target chapter is matched by that of the companion articles, each of which not only provides an important commentary on Schank and Abelson's conceptualization, but also makes an important contribution to knowledge in its own right. The diversity of perspectives reflected in these articles, whose authors include researchers in linguistics, memory and comprehension, social inference, cognitive development, social judgment, close relationships, and social ecology, testifies to the breadth of theoretical and empirical issues to which the target chapter is potentially relevant. This volume is a timely and important contribution to research and theory not only in social cognition but in many other areas as well.

Narrative forms of mental representation and their influence on comprehension, communication and judgment, have rapidly become one of the main foci of research and theory in not only psychology but also other disciplines, including linguistics, sociology, and anthropology. No one has been more responsible for the awakening of interest in this area than Roger Schank and Bob Abelson. In their target article, they argue that narrative forms of mental representation, or "stories," are the basic ingredients of social knowledge that play a fundamental role in the comprehension of information conveyed in a social context, the storage of this information in memory, and the later communication of it to others. After explicating the cognitive processes that underlie the construction of narratives and their use in comprehension, memory and communication, the chapter authors consider the influence of stories on a number of more specific phenomena, including political judgment, marital relations and memory distortions that underlie errors in eyewitness testimony. The provocativeness of the target chapter is matched by that of the companion articles, each of which not only provides an important commentary on Schank and Abelson's conceptualization, but also makes an important contribution to knowledge in its own right. The diversity of perspectives reflected in these articles, whose authors include researchers in linguistics, memory and comprehension, social inference, cognitive development, social judgment, close relationships, and social ecology, testifies to the breadth of theoretical and empirical issues to which the target chapter is potentially relevant. This volume is a timely and important contribution to research and theory not only in social cognition but in many other areas as well.

This handbook provides a systematic overview of the present state of international research in digital public history. Individual studies by internationally renowned public historians, digital humanists, and digital historians elucidate central issues in the field and present a critical account of the major public history accomplishments, research activities, and practices with the public and of their digital context. The handbook applies an international and comparative approach, looks at the historical development of the field, focuses on technical background and the use of specific digital media and tools. Furthermore, the handbook analyzes connections with local communities and different publics worldwide when engaging in digital activities with the past, indicating directions for future research, and teaching activities.

This book is about memory, the power of memory, the weight of memory, the presence of memory. Its about how memory works, and its about how memory moves and shapes us, profoundly and deeply, every moment of every day. Most of all, however, its about how memory points us to some questions that, try as we might, we cannot elude altogether, questions that force us to confront the very nature of existence. Suppose that no one, no one at all, remembered us? Suppose that no one, no one at all, remembered the universe? How can we make sense of a world that one day will be utterly gone and forgotten? Memory makes us speak of things we may not want to accept or understand, thrusts us into things lying beyond what we can picture, imagine, or know. Twisting itself around our heart and burrowing into our soul, memory stretches us. It stretches us to ponder purpose, it stretches us to consider meaning. Memory forces us to think about how unbearably complex we, and this bewildering world, can be if nothing precedes or follows them. Memory opens our heart to God.

Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide. Juxtaposing Pinar’s concept of ethical self-encounters with theories of subjective reconstruction, multidirectional memory, and autobiographical narration, this rich volume considers teachers’ ethical responsibility to interrogate the curriculum via self-reflection and self-formation. Using cases from workshops and classrooms conducted over five years, Strong-Wilson traces teachers’ and students’ movement from "implicated subjects" to "concerned subjects." In doing so, she challenges the neoliberal dynamics which erode teacher agency. By working at the intersections of pedagogy, literary theory and memory studies, this book introduces timely arguments on subjectivity and ethical responsibility to the field of education in the Global North. It will prove to be an essential resource for post-graduate researchers, scholars and academics working with curriculum theory and pedagogical theory in contemporary education.

Uses textual and visual materials on the 'Self' to understand how African ways of thinking shape the nature of societies.

During its secret war in Laos (1961–1975), the United States recruited proxy soldiers among the Hmong people. Following the war, many of these Hmong soldiers migrated to the United States with refugee status. In History on the Run Ma Vang examines the experiences of Hmong refugees in the United States to theorize refugee histories and secrecy, in particular those of the Hmong. Vang conceptualizes these histories as fugitive histories, as they move and are carried by people who move. Charting the incomplete archives of the war made secret through redacted US state documents, ethnography, film, and literature, Vang shows how Hmong refugees tell their stories in ways that exist separately from narratives of U.S. empire and that cannot be traditionally archived. In so doing, Vang outlines a methodology for writing histories that foreground refugee epistemologies despite systematic attempts to silence those histories.