ABSTRACT
Because good stories have an emotional impact, material presented in narrative form is often more readily learned and remembered than a straight, story-free presentation of information. This chapter outlines Benjamin Bloom's taxonomy of thinking skills and how these relate to the use of narratives in education. The work of educationalist Kieran Egan is also referenced, looking at his model of how basic elements of narrative fiction – hero, villain, etc. – can be used as a model for lesson- and curriculum planning. The chapter ends with a roundup of what constitutes an effective learner, and how stories from different subject areas can facilitate this.
