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Apr 25, 1997 · Autism as the inability to develop such a theory, the formal features of narrative, culture as praxis, and the approaches to education of Vygotsky, Piaget, and Pierre Bourdieu, related to Bruner's but in some tension with it, are all discussed.
- Jerome S. Bruner
- April 25, 1997
- 1996
Bruner has emphasized and criticized our ignorance of the subject of narrative. The knowledge of the ways in which we interpret, construct and use stories has been nonexistent or marginal in the education system as well as in other areas. Bruner also criticizes the lack of interest in narrative and the emphasis on logical-scientific knowledge
The author provides a critical analysis of Vygotsky’s theory of play and the “common” view of the cognitive trajectory of play in development that all forms of play in early childhood lead ...
- Jiayu Zhou
May 1, 1996 · Bruner (Actual Mind, Possible Worlds, 1986, etc.), the doyen of cognitive psychology, has two ends in mind in this volume of essays: One concerns education in the narrow sense, and possible remedies for its current plight.
- Kirkus Reviews
Nov 1, 2018 · Jerome Bruner, who died in 2016 at the age of 100, was one of most influential psychologists and interdisciplinary thinkers of the 20th century. The Watts professor at Oxford (the school of ...
Bruner's curricular hypothesis in The Process of Education through invoking the ideas of John Dewey, and in so doing, questions the uncritical acceptance of Bruner's doctrines by today educators.
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The critical question concerns whether Bruner is advancing the theory of instruction (the title of the book suggests that this is his intent) or speculating on the state of the art from his encounters with learners.
