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The modern novel appeared during the period of secularization and intellectual change that took place between 1660 and 1740. This book examines John Bunyan's 'Grace Abounding' and 'The Pilgrim's Progress', Johann Grimmelshausen's 'Simplicissimus', Daniel Defoe's 'Robinson Crusoe', and J. G. Schnabel's 'Insel Felsenburg' as prose works that reflect the stages in this transition. The protagonists in these works try to learn to use language in a pure, uncorrupted way. Their attitudes towards language are founded on their understanding of the Bible, and when they tell their life stories, they follow the structure of the Bible, because they accept it as \"the\" paradigmatic story. Thus the Bible becomes a tool to justify the value of telling \"any\" story. The authors try to give their own texts some of Scripture's authority by imitating the biblical model, but this leads to problems with closure and other tensions. If Bunyan's explicitly religious works affirm the value of individual narratives as part of a single, universal story, Grimmelshausen's and Defoe's protagonists effectively replace the sacred text with their own powerful, authoritative stories. J. G. Schnabel illustrates the extent of the secularization process in 'Insel Felsenburg' when he defends the entertainment value of escapist fiction and uses the Bible as the fictional foundation of his utopian civilization: arguments about the moral value of narrative give way to the depiction of storytelling as an end in itself. But Bunyan, Grimmelshausen, Defoe, and Schnabel all use positive examples of the transfiguring effect of reading and telling stories, whether sacred or secular, to justify the value of their own works. Janet Bertsch teaches at Wolfson and Trinity College, Cambridge.

This chapter contains sections titled: Greek Virtue Virtue and Exemplary Narrative Instruction in Virtue Conclusion Further Reading

This chapter contains sections titled: Prose Ways The Poetic Alternative

Despite the consensus on the significance of early career development, we still know little about the best-or-evidence-based practices for this demographic. Searching the keywords career development and marginalised populations and/or communities within the PychINFO, we found that 11% of articles were related to children, while only 1% of them were related to marginalised children. This indicates a strong need for scholarly attention on children of colour and their career development. This manuscript outlines the construction of a curriculum developed to be used by counsellors in facilitating the career development of children, particularly those from minoritised communities. We hope that the curriculum will contribute to the scholarly discussion on best practices for career intervention in childhood. Rooted in the narrative, social construction perspectives, the curriculum was prepared by assembling career and life narratives of culturally diverse exemplary models. These narratives of persistence provided children with various strategies exemplary models implemented to overcome barriers that challenged their sense of agency. Collaborating school counselling staff used three stories within the curriculum with the hope of increasing children's sense of agency and adaptability. Students were third graders from a high-need elementary school. About one-fourth of the student body represented diverse cultural backgrounds, including Indigenous, Latino/a and black communities. Initial feedback from the counselling staff indicated that the curriculum lessons were well-received by the children. They were able to engage in age-appropriate narrative analysis via questions asked by the counselling staff. Although the effectiveness of the curriculum is yet to be determined, the curriculum shows promise for assisting children in increasing their own sense of agency and in crafting their own career narratives.

Sometimes recurring stories are hidden from view and remain beyond the reach of law until they are brought to light because of a change in social or legal context. And sometimes recurring stories are readily available to serve as analogies to a present controversy. My paper suggests both types of stories can be categorized as \"exemplary\" narratives-that is, narratives that are capable of moving the law or legal decisions. To show how and why certain narratives attain exemplary status, I trace a series of self-defense cases involving women as defendants and the development of a closing argument in a famous trial. I conclude with a meditation on what \"exemplarity\" in law means and consider whether this is an aspect of the use of models in the social and life sciences.

This chapter contains sections titled: Instructive Functions of Myth Mythic Paradeigmata in Homeric Epic Hesiod Philosophical Critique and Adaptation of Myth Myth and Praise: Pindar and Isocrates Myth in Teaching: Mythological Epideictic Conclusion Further Reading