Tamar’s Methodology 1

Step 1: Know the story of sexual abuse of Princess Tamar

Sexual abuse is a reality. It is happening. Many children and adolescents are being abused sexually every day, in all the continents. Let people realize it. Let people feel it. Let people get emotionally involved.

What to do?

  • Tell the story of sexual abuse of Princess Tamar.
  • Get reactions

What is the objective of telling the story?

  • let people know the reality
  • to sensitize (make people be sensible)
  • to conscientise (make people be conscient)
  • to make people be part of the story

How to tell the story?

  • use all the possible means to touch people: powerpoint presentation, storytelling, theatre, film, narrative with photos…
  • be as dramatic as possible
  • capture the mind and heart of people

What is the power of storytelling?

For educators, the ability to tell the right story at the right time is an essential communication skill in instructional settings.

successful communication in instructional settings is a shared activity resulting in a transfer of information across brains.

Neuropsychologists have observed that “the key to learning is that it is a fundamentally emotional process” (Fabritius and Hagemann 2017, 186.) Using stories to impart information in classroom settings stimulates the social brain by activating learners’ emotions, thereby increasing their receptiveness to information.

great stories unite an idea with emotion, arousing students’ attention and interest

Self-knowledge is the blood of all resonant stories. Effective stories create psychological realism, prompting learners to ask, “If I were this character in these circumstances, what would I do?”

Storytelling is universal. Storytelling is one of the very few human traits that are truly universal across culture and through all of human history. The trans-generational transmission of the wisdom of elders via storytelling is as old as humanity itself. Cognitive neuroscientists have argued that stories grew out of a group’s need for social cohesion. Throughout history, “the building blocks of all compelling narratives have remained intact: Challenge, struggle, and resolution” (Bowman 2014, 85). The stories that hold us captive present an unexpected challenge, narrate the emotional struggle to overcome that challenge, and galvanize the listener’s response with an eye-opening resolution that calls one to action (Guber 2011). For thousands of years, tribal cultures such as those in the Upper Wahgi Valley in New Guinea have shared oral narratives to ensure that the vital details of their myths and leg- ends remained intact from one generation to another (Guber 2011). Through purposeful stories repeated across time, tribal cultures have faithfully passed down the essential elements and meaning of the values, beliefs, and structures of governance that have held their tribes together. The implication for educators in diverse instructional settings is that while non-stories provide information, resonant stories teach, inspire, and motivate students by engaging them emotionally and intellectually.

In instructional environments, authentic stories employ drama to unmask the hidden truth about a challenge that an individual or organization is facing and, importantly, guide the listener to feel that he or she is uncovering that truth themselves.

Source: Bowman, R.F. (2018). “Teaching and Learning in a Storytelling Culture”. The Clearing House 2018, Vol. 91, No. 3, 97–102.

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