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The contents of narrative competence of adults



The contents of narrative competence of adults – Development and testing a competence model

  • The term “narrating” is defined in various ways in the German-speaking region. Even reference literature contains inconsistencies with respect to the form and content of oral narrating.
  • Compared to other forms of art, there does not exist any didactics for free, oral narrating which exceeds a descriptive claim. In contrast to other forms of art, free, oral narrating has suffered the irretrievable loss of all known oral traditions.
  • Apart from training courses in presentation and rhetoric, people have little awareness of narrative speaking.
  • Narrating is becoming increasingly popular, which is reflected by the growing number of visitors attending narration events. It seems that more and more people long for an oral exchange in the form of stories. Does this fact represent a renaissance, a fashion, a counter movement to medialisation or rather a further development of oral narration?
  • Requirements in primary schools: the current curriculum for Bavarian primary schools, dated July 2000, for the first time contains the subject “telling each other stories” and “listening to each other” as a part of German lessons. Pedagogues, however, are only insufficiently prepared for this subject.

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