Using Life-Story Narratives in Adult Theological Education

The paper explores the use of life narratives within a contemporary theory of learning. It argues that narratives provide structure and assist in the scaffolding of learning. Thus the use of life narrative in religious education sits well with the Vygotskian idea of the zone of proximal development. A key example explores the development of conscience by centring on the contrast between two life narratives. The juxtaposition of these narratives invites the listener to know more about these individuals and what lead them to action. It also stimulates deep questioning about the origins and development of conscience.