"The DNA you carry is nothing more than a self-preserving program itself. Life is like a node which is born within the flow of information. As a species of life that carries DNA as its memory system, man gains his individuality from the memories he carries." -Ghost in the Shell
In many ways, memory is like an invisible thread weaving through the fabric of our lives, connecting us to our personal history and the collective experiences of our culture. This perspective invites us to consider memory not just as a mental function but as a fundamental part of life itself—embedded in our very biology and reflected in the stories we tell.
Memory and Cultural and Personal Identity
The act of remembering is essential to our survival. Memory is more than just a collection of past experiences—it is the essence of who we are. It shapes our thoughts, decisions, and beliefs, forming the foundation of our identity. Who would we be without the stories, experiences, and knowledge that shape our sense of self?
Our memories are not just passive recollections; they are active constructions influenced by the narratives we encounter. Through memory, we carry forward individual experiences that shape our perceptions, beliefs, and actions. The stories we hear and tell become part of our cognitive framework, influencing how we perceive the world. On a broader scale, shared memories create a sense of belonging and continuity within communities and cultures. They connect us to the collective experiences of our culture. “I am who I am because of who we all are” (Saint-Exupéry). Memory plays a fundamental role in shaping our personal and cultural identities.
Memory as a Cognitive Tool in Education
Memory is a powerful tool that shapes our identities, beliefs, and actions. By accessing our memory, we connect with our past, understand our present, and envision our future. In education, memory enables students to apply objectives to their lives, making learning meaningful and fostering creativity, empathy, and self-discovery.
As a visual arts teacher, I know memories play an essential role in artmaking. Each piece of art a student creates is a visual memory, a story that reflects their experiences, emotions, and perspectives. By encouraging students to explore their narratives and visions, I help them make meaningful and authentic artwork that resonates on a deeper level. Through this elaboration, students engage deeply with their memories, which helps consolidate learning in a lasting and impactful way and enables them to develop a profound awareness of their identities. Every piece of their artwork becomes part of my memory and tells a story about the student who created it, proving how powerful image-based memories can be. Thus, their artworks not only preserve memories but also generate new ones.
This engagement helps transfer information from working memory to long-term memory, which can be even more enhanced when incorporating brain breaks and physical movement to reinforce these concepts (National Institute of Neurological Disorders and Stroke, 2022).
So, contextualizing input and constructing meaning by connecting new information to prior knowledge and personal and cultural identities are essential for effective learning. Memory and emotional engagement play crucial roles here.
What Role Do Stories Play?
Passed on verbally and later written up by the Brothers Grimm, old fairy tales determined not only the German culture and its collective memory but also our moral values; they were translated into 160 languages and shaped Walt Disney's production, which has even gained a global spread in the modern world. Stories invite us to imagine, to get involved, and to manifest our memories - predominantly when they originate in our childhood. Stories have a unique power to shape our understanding of the world and ourselves. They provide order in a chaotic world, offering a narrative structure that is predictable and comforting. Humans naturally seek certainty, and within a story arc, we find a safe space to navigate intense emotions and existential threats.
Beyond providing a sense of order, stories are inherently pleasurable. Identifying with a character, travelling to another world, and achieving resolution trigger the release of neurotransmitters that excite and satisfy us. So, memorizing drama lines or a poem can open a world for us and help us recall its metaphorical concepts with the emotions we initially had. For the same reasons, music memories allow us to travel time, and when application and authentic relevance occur, remembering learnt vocabulary stays with us longer.
Stories are also integral to how our brains are wired. Remarkably, the human brain processes imagined experiences as if they were real. Engaging with a story allows us to experience genuine emotions, a sense of presence, and behavioral responses. This imaginative engagement will enable us to “see” new worlds and ways of being, reducing cognitive resistance and opening us up to creativity and empathy.
The Challenge of Letting Some Narratives Go
Engaging narratives make abstract concepts more tangible and memorable, fostering empathy and understanding. However, since stories, whether cultural myths, religious texts, or modern media, shape our belief systems and paradigms, they can also reinforce stereotypes or promote biased perspectives if not used carefully. Like parental or traditional family episodes, they can be "implanted (made) memories" (Loftus) and be comparable to the influence teachers have on the metacognitive development of their students. This is especially critical once they have entered our implicit memory, known as our “declarative memory, this long-term memory system unconsciously influences our current perceptions and behaviour without effort or awareness” (Know Your Terms: A Memory Glossary).
Our stories can be broken, incomplete, or even outright lies (Hamilton). They manifest paradigms and conservative belief systems and can hinder humanity from developing more equitable systems that foster decolonizing and humanizing processes. Spreading news that satisfies our voyeuristic egos, which we store as false truths, can damage people's lives entirely (Loftus). This highlights the importance of being mindful of the stories we choose to tell and how they might influence the memories and beliefs of others. Our self-confirming stories stress memories we have, which filter our behavior and thinking and, therefore, impact any educational context accordingly. Open-mindedness and a reflective and critical approach to our influences and contexts are vital to stepping outside this circle.
However, letting go of traditional stories can be difficult, especially when they are tied to our sense of identity and belonging - no matter how much of a critical thinker we are. These stories often carry deep emotional significance and are reinforced by cultural and social structures. We find it hard because we naturally want to protect our identity and our orientation - especially seen in a context where changes are perceived as a threat and cause global nationalistic and exclusionary movements. As educators, we ought to be even more mindful of the stories we tell and the memories we help create. This does not mean we must delete or eliminate all outdated cultural identity-building works. Thus, we should consciously decide on what skills we and our students need to develop to critically investigate books, artefacts, and other knowledge formats and then integrate them into our syllabi, allowing for cultural identity-building and learning about paradigm shifts and their impact on our current mindsets.
I love Denise Hamilton's thought-provoking questions at the end of each chapter in her invaluable book Indivisible: How to Forge Our Differences into a Stronger Future. Among many others, these questions keep working in my mind since I read the chapter Let Go of Broken Stories:
In a constantly evolving world, it is crucial to remain open to new perspectives and let go of outdated narratives when necessary. This openness fosters a more inclusive and dynamic learning environment, equipping students to navigate the complexities of the modern world. Ultimately, this is a collective learning experience. And what do we hold on to? After all, our identity is not a fixed concept by nature but constantly evolving.
References:
Ghost in the Shell. Directed by Mamoru Oshii, Production I.G, 1995.Loftus, Elizabeth. How Reliable Is Your Memory? TED, TED Conferences, Nov. 2013, www.ted.com/talks/elizabeth_loftus_how_reliable_is_your_memory. Accessed 1 July. 2024.
Elke Greite holds a master's degree in education and has completed the the Educational Collaborative for International Schools (ECIS) Middle Leadership program and the Thinking Collaborative Foundation seminar on Cognitive Coaching. With 23 years of experience in the International Baccalaureate Middle Years Programme (IBMYP) and Diploma Programme (DP), she currently serves as the visual arts and Theory of Knowledge teacher and the Head of the Arts and Design and Theory of Knowledge coordinator at Dresden International School, Germany. She is deeply committed to advancing Diveristy, Equity, Inlcusion, and Justice (DEIJ), student voice, and global citizenship in education. Passionate about mentoring and coaching, she is dedicated to helping others reach their full potential. As a department head and mentor both within and outside of school, she has focused on developing inclusive and culturally responsive curricula. She believes that a sense of belonging is fundamental, providing individuals with a feeling of being truly seen and valued within their communities. By prioritizing identity-centered learning, she empowers learners to thrive academically and beyond. For her, student agency and leadership, along with critical thinking and creative global skills, are essential catalysts for student flourishing.