Folk models have been called unspecified programs that are passed on and learned experientially. Through a narrative reconstruction of a participant observer's fieldnotes on an eighth-grade teacher's professional activity, the researcher sensed two folk models at work: (1) knowledge as corpus, hierarchically organized; and (2) knowledge in relation to people that is communicatively structured. By looking at the second model through narrative, the researcher attempts to demonstrate that professional knowledge, like cultural knowledge, is shared and passed on through enactments, particularly through the experience of narrative detail: feelings, moods, imaginative acts, physical arrangements, personal aims and fears, in sum, bits of enacted story. The narrative is seen as a folk model in action whose plot centers on building relationships. According to the narrative, the teacher made specific moves to bring about a sense of community among her students and between the students and herself. The narrative also points up a specific goal--to create a democratic community, describes the setting and emotional atmosphere, and has a moral. Top-down implementation of such a cultural model is impossible, but telling and retelling the story will shape teachers' continued living of it and will call for reconstructions. (Excerpts from the narrative under discussion constitute six pages of text in this document. Thirty-four references are listed. (JD)