ABSTRACT
This conclusion presents some closing thoughts covered in the preceding chapter of this book. This book explores how a phenomenologically informed deconstructive perspective on narrative theory provides a means for students to better understand themselves and the process of development they undergo across their entire education, including curricular, co-, and extra-curricular experiences. It addresses the role of educators in utilizing narrative with students. Utilizing narrative theory, understood in light of phenomenological and deconstructive philosophy, could assist students with developing enhanced self-understanding and in becoming more engaged in education. The chapter considers narrative theory from a phenomenological and deconstructive standpoint offers an even broader theoretical basis for connecting student’s curricular, co-, and extra-curricular endeavors in higher education, a more adequate perspective from which to understand student learning and development. It argues that the concept of temporality offers narrative theory a unifying link between the subject as lived and as reflectively written.
