1. Master Narratives of Advising: Advisors’ Philosophies of Education Peter L. Hagen Stockton University Galloway, NJ peter.hagen@stockton.edu

2. Narratological Advising: What claims does it make? That we all approach advising interactions from a narratological point of view because the power of story is at work in all advising interactions. That narrative is the main modality for coming to understand the lives of our students, to understand the ways in which they make meaning of their lives. That advisors can be thought of as co-creating “stories of education” for and with their advisees. That advisors should continuously enhance their narratological skills to foster and augment the power of story, which is always already theirs.

3. But there’s more to the story... Narratological Advising is not complete without realizing that the stories that take place in our offices, and the stories of education that we are co-creating with and for students only make sense against an ideological background. In any culture, in any world, that background is structured by narrative as well. Master Narratives, that govern, to some extent, the individual narratives taking place in that culture, in that world. Our culture, our world: academia.

4. What are Master Narratives? Sometimes called ”metanarratives.” They are the large-scale stories against which individual narratives make sense or not. Sometimes they are written down, codified, such as religious texts Sometimes they are not written down, nor codified, such as “The American Dream” or “Manifest Destiny.” They don’t have to be true or right, but they strongly influence what we accept as true or right and how we behave: master narratives.

5. The curriculum at your institution is an example of master narrative It is a large-scale story that determines whether the smaller scale stories—each student’s degree program—makes sense. It is most assuredly written down and tightly codified. It might not be true or right, but it strongly influences what we accept as true or right and how we behave and what we urge upon our students.

6. The master narrative of the curriculum, like other narratives, has: Context: the curriculum is communication addressed to an audience, crafted with intentionality by an author Plot: there is a beginning, a middle, and an end. And when they graduate, they live happily ever after. Style: flexible? Tightly knit? This is style. Theme: the meaning that the authors wish the audience to understand. The “logic” of the curriculum.

7. Another master narrative that influences you: your philosophy of education This is your own version of The Idea of a Curriculum, or The Idea of a Liberal Arts Education, or The Idea of a Business Education, etc. Your philosophy of education master narrative might or might not be in harmony with the master narratives of the institution for which you work. And it might not be regarded as true or right by other advisors, but it strongly influences what you accept as true or right and how you behave and what you urge upon your students.

8. How we might think of our philosophy of education: Two dialectics 1. Dialectic of mathesis and praxis. 2. Dialectic of personal authenticity and community engagement.

9. Dialectic? A contradiction or tension between two conflicting forces viewed as the determining factor in their continuing interaction. A continuum between polar opposites.

10. Mathesis Greek word. “The act of learning, of acquiring information.” ”The desire for learning.” “The power of learning.” A philosophy of education based mainly on this concept would see education as an end in itself, intrinsically good, the experiencing of the joy of learning for its own sake.

11. Praxis Also a Greek word. It is the noun form of a verb that means ”to achieve, to bring about, to do, to work, to attend to matters, to manage.” A philosophy of education based on this concept sees learning always a being for a purpose, a means to an end.

12. Mathesis vs. praxis One cannot hold both philosophies in their extreme form at the same moment; they are in a dialectical tension with each other. Most likely, your own philosophy is somewhere along a continuum.

13. Where are you on this scale? Mathesis Praxis

14. Personal authenticity The focus is on the individual mind, person, or identity. The self is seen as a being who can and should grow and develop to the extent of its capacities. The goal is self-authorship, autonomy, authority, authenticity. A philosophy of education based on personal authenticity is focused on education for the student’s SELF.

15. Community engagement Education is in service to the wider society in which the individual exists. After all, that society often pays for some portion of the student’s education. “The pursuit of happiness” is the pursuit of the peaceable kingdom, a happy society where citizens strive to bring about the greatest good for the greatest number. A philosophy of education based on community engagement sees education as being in service to the OTHER.

16. Where are you on this scale? Personal Authenticity Community Engagement

17. Higher Education as an end in itself for personal authenticity Cultivation of personal authenticity to take one’s rightful place in society Higher education enables one to succeed in any walk of life, for the greater good Higher education is for the benefit of society and civilization Personal Authenticity Community Engagement MathesisPraxis

18. Now consider who else holds a philosophy of education: Your student Your student’s parents Your department Your institution Your president and provost Your funding sources Your legislature The voting public

19. The power of story becomes manifest when master narratives collide. Mathesis/Personal Authenticity Praxis/Community Engagement

20. What is to be done? Acknowledge that you are influenced—governed, perhaps—by master narratives, one of which is your philosophy of education. Come to know what your philosophy of education is and how it might change. Come to know what you might be comfortable with. And thus, come to know what you cannot accept. Seek to understand the philosophy of education of your student, your department, your institution, and so on.

21. And they lived happily ever after.