fictionalteaching

Fictionalteaching is a pedagogy that uses fictional narratives, characters, and imagined scenarios as primary vehicles for learning. It treats stories and simulated worlds as structures that help students organize knowledge, think critically, and transfer lessons to real situations. The approach commonly places learners in the role of problem solvers who must interpret, reason, and decide within a constructed fiction.

Theoretical foundations of fictionalteaching draw on narrative pedagogy, constructivist learning theory, and immersive or experiential learning. Proponents argue that fiction enables students to test hypotheses, consider multiple perspectives, and grapple with ethical or complex phenomena in a safe, controlled environment. Critics emphasize the need to maintain clarity about fiction versus factual content and to ensure that narratives align with curriculum goals.

Common methods include story-driven tasks, fictional case studies, speculative or alternate-history scenarios, role-playing, dialogue with imagined experts, and writing prompts that extend a narrative. In practice, instructors weave content objectives into plots or settings, prompting inquiry, collaboration, and reflective discussion. The approach is applied across disciplines, including science, social studies, literature, language learning, and professional training.

Potential benefits cited include increased motivation, deeper engagement with concepts, enhanced memory through narrative context, and the development of empathy and ethical reasoning. Challenges involve ensuring factual accuracy, avoiding overemphasis on entertainment at the expense of content, designing equitable assessments, and allocating time and resources for narrative creation. Proponents advocate combining fictionalteaching with traditional methods to support diverse learning needs and standards alignment.