Showing 311 - 320 of 384 annotations tagged with the keyword "Narrative as Method"
The first chapter of this memoir consists of two words: "I exaggerate." The narrator then tells us the story of her childhood and early adult experiences as an epileptic. After having her first seizure, at the age of ten, she spends a month at a special Catholic school in Topeka, Kansas, where the nuns teach epileptic children to fall without hurting themselves. This falling may or may not be literal; it is certainly symbolically apt.
During adolescence, Lauren begins lying, stealing, and faking seizures to get attention. She reveals that she has developed Munchausen's Syndrome, whose sufferers are "makers of myths that are still somehow true, the illness a conduit to convey real pain" (88). A neurologist, Dr. Neu, performs surgery severing Lauren's corpus callosum, effectively dividing her brain in half and markedly alleviating the seizure disorder.
Later she attends a writer's workshop where she begins an affair with a married man, a writer much older than she. After it ends badly, she starts going to Alcoholics Anonymous (although she does not drink) and tells her story with such authenticity that when she later confesses that she is NOT an alcoholic, no-one believes her, dismissing her true story as denial. The memoir ends both with her recognition of the value of narrating and with a silent fall to the snowy ground, as the nuns taught her to do, in the knowledge that the sense of falling (rather than the material certainty of landing) is all that is finally, reliably, real.
In this book Robert Coles elucidates the nature of moral leadership by presenting a series of narratives about moral leaders. These are individuals who have made significant contributions to the author's moral development, mostly through personal interaction, but in some cases through their writings or their influence on other people.
The subjects include public personages like Robert Kennedy, Dorothy Day (of the Catholic Worker), Danilo Dolci (a Sicilian community organizer), Dietrich Bonhoeffer, and Erik Erikson; writers who have influenced Coles, such as Joseph Conrad and Ralph Waldo Emerson; and "ordinary" persons whom he encountered over the years in his studies of the moral lives of children.
The "ordinary" person category is most extraordinary. Coles draws heavily on personal interviews that reconstruct the courageous narratives of people like Andrew Thomas, a young Mississippian who worked on the voter registration project during the summer of 1964; Donita Gaines, one of the first black teenagers to "integrate" an all-white high school in Atlanta in 1961; and Albert Jones, a parent who volunteered to drive the school bus that carried black children in 1967 from Roxbury to a previously all-white school in South Boston.
However, the clearest and most powerful narrative that emerges from this book is that of the author himself, as he develops from young, socially conscious child psychiatrist to a middle-aged man seeking to understand what it means to be a moral leader in today's world.
The author first presents an introduction and rationale for the concept of using creative writing as therapy, either self-prescribed or as part of professional treatment. She then provides practical guidelines for starting a journal (Chapter 3), and for beginning to write poetry, fiction, and autobiography (Chapter 7).
The text includes an accessible introduction to images and metaphors--aspects of the craft--as well as to methods of capturing dream material (Chapter 6) for use in one's creative writing. The later chapters present therapeutic writing in various contexts--as group work (Chapter 9), or in various institutional settings (hospital, nursing home, hospice, and prison). There are examples of therapeutic writing, especially poetry, throughout the book.
Anna, the "I" of this journal, suffered the pain of emotional abuse in her childhood. As an adult, she works in a hospice and cares for patients consumed by physical pain. She begins to "hunger for storylessness," wishing to find a way to separate pain from the experience of pain; yet without a narrative frame she cannot recognize pain in its original and pure state--the pain that occurs before language or thought. And so she enters into a meditation practice in order to see pain "uncompounded."
The book is divided into three sections, each reflecting a part of Anna's meditation practice and each containing sections of dreams, meditation notes, and musings on three friends who have died. As her meditations deepen, Anna begins to see pain in more detail, and in so doing begins to understand the difference between pain and suffering. Pain, she concludes, is inevitable. But suffering can be dismantled, carefully, like a house might be. The goal is to keep the house "whole enough" so it doesn't collapse and crush the individual living within.
This post-World War II tale is a joint reminiscence rendered by two Englishmen who have survived the war in the South Pacific, including concomitant internment in a Japanese POW camp. They meet over the Christmas holiday after a separation of five years.
The first segment has to do with Lawrence's memory of his relationship with Hara, a terror of a camp commander. The central portion of the work shifts to a document that has been saved by the narrator-author (the second of the two survivors) and was written by a mutual comrade, a South African officer who was not able to leave the prison camp alive. This is the longest and most detailed of the sections and dwells largely on the officer's relationship with a disabled brother and his assessment of how the guilt engendered by this relationship affected his entire adult life.
The third and final section is Lawrence's recall of the last few days of his service prior to his capture by the Japanese and a strange and wonderful few hours with a woman whose name he never learned. Lawrence's decision to share this very intimate secret with his host and hostess is stimulated by his view of their son sleeping with a play sword in the same room with their daughter who is cuddled with a toy--and the unavoidable reflection on the gender significance of this scene. The holiday is over and Lawrence returns to his service, leaving the narrator and his wife to review the three days they have passed together.
By the author's own admission, this memoir is a collection of fragments taken from her memory of bits and pieces of her four year experience as a nurse in an evacuation hospital unit following the front lines up and down the European theatre during World War I. The work is fragmented because this experience was fragmented.
The first few chapters are dream-like descriptions of the men marching into battle and crawling back, or being carried back. The second collection of short vignettes dips--just a wee bit--into some of the individual soldiers' immediate stories. The latter segment of the book deals in more detail with the operations of the field hospital, some of its personnel, and some of the patients. Finally, the author treats the reader to a handful of poems, perhaps unnecessary, since the entire memoir is like one giant poem.
The novel, set in the 1950s in the prep school town of Gravesend, is an extraordinary account of friendship, coming of age, families, "normalcy," politics, faith, and doubt. The title character is an unusually small child--as an adult barely five feet tall--with a strange and striking voice that makes many people uneasy.
The only son of a New Hampshire granite quarrier and his odd and reclusive wife, Owen is best friends with Johnny Wheelwright, the narrator of the book and grandson of one of the town's most distinguished families. The friendship is sealed by a freak accident when Owen hits a baseball that kills Johnny's mother, Tabitha, who is just arriving at the game.
The remainder of the novel is a back-and-forth between past and present as Johnny searches for his identity--his mother is unmarried and never reveals the father's name--and Owen searches for his destiny--he believes that he is an instrument of God. Both searches have amazing resolutions.
Summary:A naked young Tahitian woman standing in a lagoon tries to cover her genitals with a kerchief as she becomes uncomfortably aware of the presence of an ominous-looking clothed spirit figure kneeling behind her. The lush exotic landscape punctuated with phosphorescent foliage, fauna, looming tree, serpentine forms, and the outline of a barely discernible thin hand representing the artist adds to an atmosphere of mystery and malevolence. Below the artist's signature and date in black on the canvas is inscribed in orange the title, "Parau na te Varua ino."
The purpose of this collection of essays written by teachers of literature and medicine is to serve as a guide for those who are preparing courses or seminars in the field. The collection is divided into four sections, each one approaching the theory and pedagogy of the discipline in a different way: one section is made up of model courses; a second views the subject matter from the standpoint of individual texts, authors, or genres; the third takes a broader look at some effects of literature on the practice of medicine and/or nursing and the role illness and medicine have played in the creation of literature; the fourth is a collection of resources available in the field. There is blurring of some of the boundaries of the sections, but read in the whole, the collection provides a good sense of the way medicine and literature is being taught in this country at this time.
The author of this memoir is a poet and writer who developed systemic lupus erythematosis (SLE) during her first year at the University of Pennsylvania. Initially, her condition was difficult to diagnose, which led to her first negative encounters with physicians and the health care system. Later, Ms. Goldstein developed unusual neurological manifestations of SLE. Once again, she had trouble convincing her doctors that her symptoms were not only real, but also disabling. She was fortunate enough to come across a few good physicians who respected her as a person and earned her trust.
Despite her chronic illness, Ms. Goldstein thrived throughout college and graduate school. She approached each new challenge with such a positive attitude that some of her doctors considered her emotionally unstable. (I guess they thought it would be more "normal" for her to lose hope and turn herself into an invalid.) Her graduate work in literature focused on the new field of literature and medicine.