ABSTRACT
Support for using narrative as a learning tool to develop practice comes from diverse areas such as education, psychology, philosophy, anthropology, history, medicine and, more recently, biology. Scholars, writers, educators and practitioners from different backgrounds, and with diverse agendas, are using stories for educative purposes. By writing this book and sharing our storytelling experiences, we have attempted to contribute to the body of knowledge currently amassing around narrative forms. In this, our concluding chapter, we comment briefly on recent cautionary tales relating to reflection, describe our experience of writing this book and summarise our ideas and insights from preceding chapters.
