Guidance: Too many lists, not enough stories

Abstract

The author argues for a new start on developing contemporary guidance. It could, he argues, significantly change all aspects of careers work: including careers education, personal and social education, and their integration with mainstream curriculum - in all sectors. The argument is for the greater use of narrative-led methods, and - therefore - for weakening the grip of outcome-driven thinking. Narrative thinking, though harder centrally to control, is potentially more useful than lists of outcomes. This is because it is more congruent with the way people learn and with the way learning is shaped by attachment to group cultures. Narrative thinking therefore promises significant new ideas for programme development in Connexions, Education for Citizenship and life-long guidance.