Jerome Bruner
Jerome Bruner
Jerome Seymour Brunerwas an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a B.A. in 1937 from Duke University and a Ph.D. from Harvard University in 1941. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century...
NationalityAmerican
ProfessionScientist
Date of Birth1 October 1915
CountryUnited States of America
Jerome Bruner quotes about
One seeks to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself.
Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them.
The foundations of any subject may be taught to anybody at any age in some form.
The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through this dialogic, discursive process that we come to know the Other and his points of view, his stories. We learn an enormous amount not only about the world but about ourselves by discourse with Others.
Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure in short, is to learn how things are related.
Knowledge helps only when it descends into habits.
In time, and as one comes to benefit from experience, one learns that things will turn out neither as well as one hoped nor as badly as one feared.
Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.
Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.
Agency presupposes choice.
We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.
In the perception of the incongruous stimuli, the recognition process is temporarily thwarted and exhibits characteristics which are generally not observable in the recognition of more conventional stimuli.
We need to conceive of ourselves as "agents" impelled by self-generated intentions.
Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.