Truth, for the tireless promoters of modernity and technical rationality, is measured in terms of standard procedures that demand an icy, critical stare at the object of study. In contrast, the story invites the listener or reader to suspend skepticism and embrace the narrative flow of events as an authentic exploration of experience from a particular perspective. The decline of the storyteller, or narrator, may be read as a symptom of the desire for a certain kind of objectivity, the application of a neutral, unbiased point of view from which to gauge the veracity of knowledge claims. Art, religion, morals, and even philosophy are suspected of not measuring up to the dictates of such thoroughgoing positivism. But in forging ahead with this program, we forget the power of narrative to inform and instruct (McEwan & Egan, p. xii).

McEwan, H., & Egan, K. (1995). Introduction: Narrative in teaching, learning, and research. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. vii-xv). New York: Teachers College Press.

This site is devoted to narrative. My intention is to provide a set of resources comprised of interdisciplinary perspectives that contribute to inquiry into Narrative Ontology (being) and Narrative Epistemology (knowing).

(This is still very much a work in progress; all comments, feedback, and suggestions are welcome.)