The story is a didactic resource that can be used by teachers of different curricular areas because it is a flexible tool that adapts to different study contents. Likewise, it is a mean that can be used to enhance the work with values in the classroom. In addition, it promotes interactions between teachers and students because through symbols, the story is related to the feelings and emotions of their listeners or readers, which facilitates the teaching-learning process

This article addresses the topic of the promise from the perspective of Paul Ricoeur. It aims to analyze the importance and applicability of the constitutive components of personal identity –idem and ipse– in the teaching experience. In the development of the research, the promise, proposed by the French philosopher, is contrasted with the educational experience. In this sense, the ethical implications and the commitment derived from the responsibility assumed by the word given as a result of the relationship between educator and student are evaluated. It is concluded that the promise taken to the educational field implies an intersubjective relationship that requires being able to adapt to the challenges that may arise over time to sustain the given word.

This article seeks to reflect on the impact of the narrative on the experience of illness. This paper aims to analyze if the narrative can be a tool to better understand that experience, because the fact of telling one’s own story implies looking at and understanding oneself.. The article begins by linking the narrative with the first, second and third person perspectives in the context of the illness. I then analyze the relationship between narrative and illness, and how this link can favor the understanding of illness by creating a common discourse. After that, I evaluate the role played by the autobiographical story as a possibility of dialogue between author and reader. Finally, I reflect on empathy as a response to the encounter between subjectivities and its implications.

The story is a didactic resource that can be used by teachers of different curricular areas because it is a flexible tool that adapts to different study contents. Likewise, it is a mean that can be used to enhance the work with values in the classroom. In addition, it promotes interactions between teachers and students because through symbols, the story is related to the feelings and emotions of their listeners or readers, which facilitates the teaching-learning process

This article addresses the topic of the promise from the perspective of Paul Ricoeur. It aims to analyze the importance and applicability of the constitutive components of personal identity –idem and ipse– in the teaching experience. In the development of the research, the promise, proposed by the French philosopher, is contrasted with the educational experience. In this sense, the ethical implications and the commitment derived from the responsibility assumed by the word given as a result of the relationship between educator and student are evaluated. It is concluded that the promise taken to the educational field implies an intersubjective relationship that requires being able to adapt to the challenges that may arise over time to sustain the given word.

This article seeks to reflect on the impact of the narrative on the experience of illness. This paper aims to analyze if the narrative can be a tool to better understand that experience, because the fact of telling one’s own story implies looking at and understanding oneself.. The article begins by linking the narrative with the first, second and third person perspectives in the context of the illness. I then analyze the relationship between narrative and illness, and how this link can favor the understanding of illness by creating a common discourse. After that, I evaluate the role played by the autobiographical story as a possibility of dialogue between author and reader. Finally, I reflect on empathy as a response to the encounter between subjectivities and its implications.