Jerome Bruner : The Cognitive Revolution in Educational Theory.

Intro -- Title Page -- Copyright Page -- Contents -- Series Editor's Preface -- Foreword -- Preface -- Part 1 Intellectual Biography -- Chapter 1 The Making of St Jerome -- Notes -- Part 2 Critical Exposition of Bruner's Work -- Chapter 2 Bruner's Psychology and the Cognitive Revolution -- The Active Mind -- Cognitive Strategies -- Cognitive Structures -- Culture and Cognition -- Stages of Cognitive Development -- Cultural Evolution and Cultural Development -- Intentionality, Intersubjectivity, and Language Development -- The Narrative Turn -- From the Active Mind to Storied Mind -- Chapter 3 Bruner's 'Fresh Look' at Education -- The Structure of Knowledge -- Readiness for Learning -- On Discovery Learning -- Motivation for Learning -- Chapter 4 From Educational Theory to Educational Practice -- MACOS - Man: A Course of Study -- Scaffolding: Explorations in Pedagogy -- Head Start -- Reggio Emilia -- Chapter 5 From Practice Back to Educational Theory -- The Theory of Instruction -- Teaching as a Meeting of Minds -- Culture and Education -- Notes -- Part 3 The Reception of Bruner's Work -- Chapter 6 The Intellectual Uptake: The Debate About Education and Human Development -- Bruner and Dewey -- Bruner and Piaget -- Bruner and Vygotsky -- Chapter 7 Institutional Uptake: Bruner's Theory and Educational Reform -- Schooling and the Margin for Reform -- On Discovery Learning -- Discourse and Learning -- Bruner and the Prospects for School Reform -- The Reception of MACOS -- The Reception of Head Start -- Improving Instruction in the School -- Improving Educational Research and Theory -- Notes -- Part 4 The Relevance of Bruner's Theory to the Ongoing Educational Debates -- Chapter 8 Appraisals: The Bruner Legacy -- The Role of Ideas in Educational Research and Educational Reform -- Was Bruner Wrong? -- The New Educational Discourse.

Chapter 9 Brunerian Perspectives on the Way Forward: An Anthropology of Schooling -- An Anthropology of Schooling -- How Humans Learn -- How Families Teach: Patterns of Child Rearing -- How Institutions Teach: The Invention of Schooling -- Chapter 10 Brunerian Perspectives on the Way Forward: A Cognitive Theory of Pedagogy -- Folk Pedagogies: Three Ways of Thinking About Teaching and Learning -- Notes -- Part 5 Excerpts from an Interview with Jerome Bruner, 8 February 2005 -- Appendix A: On Constructing Meaning -- Appendix B: How Bruner Became Interested in Education -- Appendix C: Teaching the Hypothetical -- Appendix D: On Dewey -- Appendix E: Reggio Emilia and International Comparisons -- Appendix F: The Meaning of Assessment -- Appendix G: Trajectories of Bruner's Thinking -- Appendix H: Head Start and School Reform -- Bibliography -- Index.

Jerome Bruner is the vanguard of “the cognitive revolution” in psychology and the predominant spokesman for the role of culture and education in the making of the modern mind. In this text Olson encourages the reader to think about children as Bruner did, not as bundles of traits and dispositions to be diagnosed and remediated, but as thoughtful, keenly interested, agentive persons who are willing and indeed able to play an important role in their own learning and development. Through the unique approach of combining commentary and conversation with Bruner, the author provides an insight into what it is like to engage with one of the intellectual masters of our time and highlights the relevance and importance of his contribution to educational thinking today.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.