Potential Abstract: This research article proposes an interdisciplinary exploration of mediated stories in education, drawing from the fields of behavioral economics and Marxist philosophy. The study aims to shed light on how the presentation and interpretation of stories in educational settings can be understood through the lens of behavioral economics, while also incorporating a critical perspective informed by Marxist theory.
The article begins by examining the concept of mediation in education and its implications for the construction and dissemination of stories. Mediation refers to the various processes and technologies that mediate the transmission of information and narratives, such as textbooks, digital media, and pedagogical practices. By employing a behavioral economics perspective, we seek to understand how these mediated stories influence students’ cognitive, affective, and behavioral responses.
Building on this foundation, the article then introduces the Marxist perspective, which emphasizes the role of power, ideology, and social class in shaping educational experiences. By intersecting with behavioral economics, we can explore how the mediated stories that students encounter in educational contexts are not only influenced by economic forces but also perpetuate or challenge existing power structures.
To illustrate the theoretical framework, the article presents a case study that examines the representation of historical events in a middle school history textbook. Through a mixed-methods approach, including content analysis, interviews, and student surveys, we analyze the ways in which the mediated stories in the textbook shape students’ understanding of historical events and their implications.
The findings of this study contribute to both the fields of education and behavioral economics by providing insights into the complex interplay between mediated stories, economic incentives, and ideological influences. By understanding the mechanisms behind the construction and reception of mediated stories, educators can make informed decisions about curriculum design, instructional strategies, and the use of digital media. Furthermore, this research encourages a critical examination of the power dynamics inherent in educational narratives, paving the way for more equitable and transformative educational practices.
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