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Jerome Bruner was an American psychologist and educator who developed theories on perception, learning, memory, and other aspects of cognition in young children that had a strong influence on the American educational system and helped launch the field of cognitive psychology.
- The Editors of Encyclopaedia Britannica
- Jerome S. Bruner – Life
- The Process of Education
- The Culture of Education
- Conclusion
- Further Reading and References
- References
- Links
Bruner was born in New York City and later educated at Duke University and Harvard (from which he was awarded a PhD in 1947). During World War II, Bruner worked as a social psychologist exploring propaganda public opinion and social attitudes for U.S. Army intelligence. After obtaining his PhD he became a member of faculty, serving as professor of ...
The Process of Education (1960) was a landmark text. It had a direct impact on policy formation in the United States and influenced the thinking and orientation of a wide group of teachers and scholars, Its view of children as active problem-solvers who are ready to explore ‘difficult’ subjects while being out of step with the dominant view in educ...
Jerome Bruner’s reflections on education in The Culture of Education (1996) show the impact of the changes in his thinking since the 1960s. He now placed his work within a thorough appreciation of culture: ‘culture shapes the mind… it provides us with the toolkit by which we construct not only our worlds but our very conception of our selves and ou...
Jerome S. Bruner has had a profound effect on education – and upon those researchers and students he has worked with. Howard Gardnerhas commented: To be completed
Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press. 97 + xxvi pages. Rightly recognized as a twentieth century educational ‘classic’, this book argues that schooling and curricula should be constructed to foster intuitive ‘graspings’. Bruner makes the case for a ‘spiral curriculum’. The second edition, 1977, has a...
Bruner, J. (1973) Going Beyond the Information Given, New York: Norton. Bruner, J. (1983) Child’s Talk: Learning to Use Language,New York: Norton. Bruner, J. (1986) Actual Minds, Possible Worlds, Cambridge, MA: Harvard University Press. Bruner, J. (1990) Acts of MeaningCambridge, MA: Harvard University Press. Bruner, J., Goodnow, J., & Austin, A. (...
Picture: Group project by Brande Jackson. Sourced from Flickr and reproduced under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence.https://www.flickr.com/photos/brandejackson/3304249131 To cite this article: Smith, M.K. (2002) ‘Jerome S. Bruner and the process of education’, The encyclopedia of pedagogy a...
Feb 1, 2024 · His theory stresses the role of education and the adult. Although Bruner proposes stages of cognitive development, he doesn’t see them as representing different separate modes of thought at different points of development (like Piaget).
Feb 8, 2008 · In this paper, I will review the historical significance of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there are, in fact, significant changes in Bruner’s views.
- Keiichi Takaya
- keiichi_takaya@yahoo.co.jp
- 2008
Jul 13, 2016 · Bruner's 1960 book, The Process of Education brought the cognitive revolution to educational thinking in the United States and elsewhere. His concepts of the development of representational...
- Patricia Marks Greenfield
- greenfield@psych.ucla.edu
- 2016
ABSTRACT: Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades.
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Nov 26, 2018 · Jerome Bruner was a key figure within cognitive psychology and has made extensive contributions in the development of instructional theory and practice. A psychologist by training, he encouraged educators to introduce problem solving and intellectual development within curriculum to learners.
