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Author: Jerome Bruner
Publisher: Harvard University Press
ISBN: 0674253051
Category : Psychology
Languages : en
Pages : 212
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Book Description
Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as “information processor,” has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.
Author: Jerome Bruner
Publisher: Harvard University Press
ISBN: 0674253051
Category : Psychology
Languages : en
Pages : 212
Get Book Here
Book Description
Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as “information processor,” has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.
Author: Jerome S. BRUNER
Publisher: Harvard University Press
ISBN: 0674029011
Category : Psychology
Languages : en
Pages : 217
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Book Description
Drawing on recent work in literary theory, linguistics, and symbolic anthropology, as well as cognitive and developmental psychology Professor Bruner examines the mental acts that enter into the imaginative creation of possible worlds, and he shows how the activity of imaginary world making undergirds human science, literature, and philosophy, as well as everyday thinking, and even our sense of self. - Publisher.
Author: Jerome S. BRUNER
Publisher: Harvard University Press
ISBN: 0674028996
Category : Education
Languages : en
Pages : 128
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Book Description
Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.
Author: Jerome Bruner
Publisher: Harvard University Press
ISBN: 9780674179530
Category : Education
Languages : en
Pages : 246
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Book Description
In a masterly commentary on the possibilities of education, Bruner reveals how education can usher children into their culture, though it often fails to do so. Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.
Author: Jerome Bruner
Publisher: W. W. Norton & Company
ISBN: 0393006905
Category : Education
Languages : en
Pages : 195
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Book Description
"Education is in a state of crisis. It has failed to respond to changing social needs—lagging behind rather than leading." The crisis that Jerome Bruner identifies in this volume admits of no easy solutions. But the noted American psychologist makes clear that educational reform must begin with the understanding of how a child acquires information and converts knowledge into action. Drawing on his current work on infant development, Bruner underscores the importance of formulating educational strategies that expand rather than constrict the skills of the young learner. Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions. The program that fails to set knowledge within the context of action must be replaced. And to be truly relevant to our social needs, the scope of education must be extended toward overcoming the severe handicaps faced by children from impoverished areas.
Author: Jerome Bruner
Publisher: Harvard University Press
ISBN: 0674253086
Category : Education
Languages : en
Pages : 196
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Book Description
This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities. Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context. “One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
Author: Jerome Seymour Bruner
Publisher: Harvard University Press
ISBN: 9780674010994
Category : Education
Languages : en
Pages : 148
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Book Description
Stories pervade our daily lives, from human interest news items, to a business strategy, to daydreams between chores. Stories are what we use to make sense of the world. But how does this work? This text examines this pervasive human habit and suggests ways to think about how we use stories.
Author: David Bakhurst
Publisher: SAGE
ISBN: 1473971837
Category : Psychology
Languages : en
Pages : 233
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Book Description
Jerome Bruner is one of the grand figures of psychology. From his role as a founder of the cognitive revolution in the 1950s to his recent advocacy of cultural psychology, Bruner′s influence has been dramatic and far-reaching. Such is the breadth of his vision that Bruner′s work has inspired thinkers in many of the major areas of psychology and has had a powerful impact on adjacent disciplines. His writings on language acquisition, culture and education are of profound and enduring importance. Focusing on the dominant themes of language, culture and self, this volume provides a comprehensive exploration of Bruner′s fertile ideas and a considered appraisal of his legacy. With a distinguished list of contributors including Jerome Bruner himself, the result is an outstanding volume of interest to students and scholars in psychology, philosophy, cognitive science, anthropology, linguistics, and education. Among the contributors are Judy Dunn, Howard Gardner, Clifford Geertz, Rom Harré, David Olson, Edward Reed, Talbot Taylor, Michael Tomasello, and John Shotter. The volume is framed by an editorial introduction that considers the distinctively philosophical dimensions of Bruner′s thought, and a final chapter by Bruner himself in which he re-examines prominent themes in his work in light of issues raised by the contributors. The volume will be invaluable to students and researchers in the fields of psychology, cognitive science, education, and the philosophy of mind.
Author: Jerome Seymour Bruner
Publisher: Harvard University Press
ISBN: 9780674635258
Category : Education
Languages : en
Pages : 212
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Book Description
The left hand has traditionally represented the powers of intuition, feeling, and spontaneity. In this classic book, Jerome Bruner inquires into the part these qualities play in determining how we know what we do know; how we can help others to know--that is, to teach; and how our conception of reality affects our actions and is modified by them. The striking and subtle discussions contained in On Knowing take on the core issues concerning man's sense of self: creativity, the search for identity, the nature of aesthetic knowledge, myth, the learning process, and modern-day attitudes toward social controls, Freud, and fate. In this revised, expanded edition, Bruner comments on his personal efforts to maintain an intuitively and rationally balanced understanding of human nature, taking into account the odd historical circumstances which have hindered academic psychology's attempts in the past to know man. Writing with wit, imagination, and deep sympathy for the human condition, Jerome Bruner speaks here to the part of man's mind that can never be completely satisfied by the right-handed virtues of order, rationality, and discipline.
Author: Anthony G. AMSTERDAM
Publisher: Harvard University Press
ISBN: 0674020200
Category : Law
Languages : en
Pages : 467
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Book Description
In this remarkable collaboration, one of the nation's leading civil rights lawyers joins forces with one of the world's foremost cultural psychologists to put American constitutional law into an American cultural context. By close readings of key Supreme Court opinions, they show how storytelling tactics and deeply rooted mythic structures shape the Court's decisions about race, family law, and the death penalty. Minding the Law explores crucial psychological processes involved in the work of lawyers and judges: deciding whether particular cases fit within a legal rule ("categorizing"), telling stories to justify one's claims or undercut those of an adversary ("narrative"), and tailoring one's language to be persuasive without appearing partisan ("rhetorics"). Because these processes are not unique to the law, courts' decisions cannot rest solely upon legal logic but must also depend vitally upon the underlying culture's storehouse of familiar tales of heroes and villains. But a culture's stock of stories is not changeless. Amsterdam and Bruner argue that culture itself is a dialectic constantly in progress, a conflict between the established canon and newly imagined "possible worlds." They illustrate the swings of this dialectic by a masterly analysis of the Supreme Court's race-discrimination decisions during the past century. A passionate plea for heightened consciousness about the way law is practiced and made, Minding the Law/tilte will be welcomed by a new generation concerned with renewing law's commitment to a humane justice. Table of Contents: 1. Invitation to a Journey 2. On Categories 3. Categorizing at the Supreme Court Missouri v. Jenkins and Michael H. v. Gerald D. 4. On Narrative 5. Narratives at Court Prigg v. Pennsylvania and Freeman v. Pitts 6. On Rhetorics 7. The Rhetorics of Death McCleskey v. Kemp 8. On the Dialectic of Culture 9. Race, the Court, and America's Dialectic From Plessy through Brown to Pitts and Jenkins 10. Reflections on a Voyage Appendix: Analysis of Nouns and Verbs in the Prigg, Pitts, and Brown Opinions Notes Table of Cases Index Reviews of this book: Amsterdam, a distinguished Supreme Court litigator, wanted to do more than share the fruits of his practical experience. He also wanted to...get students to think about thinking like a lawyer...To decode what he calls "law-think," he enlisted the aid of the venerable cognitive psychologist Jerome Bruner...[and] the collaboration has resulted in [this] unusual book. --James Ryerson, Lingua Franca Reviews of this book: It is hard to imagine a better time for the publication of Minding the Law, a brilliant dissection of the court's work by two eminent scholars, law professor Anthony G. Amsterdam and cultural anthropologist Jerome Bruner...Issue by issue, case by case, Amsterdam and Bruner make mincemeat of the court's handling of the most important constitutional issue of the modern era: how to eradicate the American legacy of race discrimination, especially against blacks. --Edward Lazarus, Los Angeles Times Book Review Reviews of this book: This book is a gem...[Its thesis] is easily stated but remarkably unrecognized among a shockingly large number of lawyers and law professors: law is a storytelling enterprise thoroughly entrenched in culture....Whereas critical legal theorists have talked among themselves for the past two decades, Amsterdam and Bruner seek to engage all of us in a dialogue. For that, they should be applauded. --Daniel R. Williams, New York Law Journal Reviews of this book: In Minding the Law, Anthony Amsterdam and Jerome Bruner show us how the Supreme Court creates the magic of inevitability. They are angry at what they see. Their book is premised on the conviction that many of the choices made in Supreme Court opinions 'lack any justification in the text'...Their method is to analyze the text of opinions and to show how the conclusions reached do not always follow from the logic of the argument. They also show how the Court casts its rhetoric like a spell, mesmerizing its audience, and making the highly contingent shine with the light of inevitability. --Mitchell Goodman, News and Observer (Raleigh, North Carolina) Reviews of this book: What do controversial Supreme Court decisions and classic age-old tales of adultery, villainy, and combat have in common? Everything--at least in the eyes of [Amsterdam and Bruner]. In this substantial study, which is equal parts dense and entertaining, the authors use theoretical discussions of literary technique and myths to expose what they see as the secret intentions of Supreme Court opinions...Studying how lawyers and judges employ the various literary devices at their disposal and noting the similarities between legal thinking and classic tactics of storytelling and persuasion, they believe, can have 'astonishing consciousness-retrieving effects'...The agile minds of Amsterdam and Bruner, clearly storehouses of knowledge on a range of subjects, allow an approach that might sound far-fetched occasionally but pays dividends in the form of gained perspective--and amusement. --Elisabeth Lasch-Quinn, Washington Times Reviews of this book: Stories and the way judges-intentionally or not-categorize and spin them, are as responsible for legal rulings as logic and precedent, Mr. Amsterdam and Mr. Bruner said. Their novel attempt to reach into the psyche of...members of the Supreme Court is part of a growing interest in a long-neglected and cryptic subject: the psychology of judicial decision-making. --Patricia Cohen, New York Times Most law professors teach by the 'case method,' or say they do. In this fascinating book, Anthony Amsterdam--a lawyer--and Jerome Bruner--a psychologist--expose how limited most case 'analysis' really is, as they show how much can be learned through the close reading of the phrases, sentences, and paragraphs that constitute an opinion (or other pieces of legal writing). Reading this book will undoubtedly make one a better lawyer, and teacher of lawyers. But the book's value and interest goes far beyond the legal profession, as it analyzes the way that rhetoric--in law, politics, and beyond--creates pictures and convictions in the minds of readers and listeners. --Sanford Levinson, author of Constitutional Faith Tony Amsterdam, the leader in the legal campaign against the death penalty, and Jerome Bruner, who has struggled for equal justice in education for forty years, have written a guide to demystifying legal reasoning. With clarity, wit, and immense learning, they reveal the semantic tricks lawyers and judges sometimes use--consciously and unconsciously--to justify the results they want to reach. --Jack Greenberg, Professor of Law, Columbia Law School
