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Jerome Bruner


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Table of Contents

Series Editor's Preface Foreword Preface Part I: Intellectual Biography 1. The Making of St. Jerome Part II: Critical Exposition of Bruner's Work 2. Bruner's Psychology and the Cognitive Revolution 3. Bruner's 'Fresh Look' at Education 4. From Educational Theory to Educational Practice 5. From Practice back to Educational Theory Part III: The Reception of Bruner's Work 6. The Intellectual Uptake: The Debate About Education and Human Development 7. Institutional Uptake: Bruner's Theory and Educational Reform Part IV: The Relevance of Bruner's Theory to the Ongoing Educational Debates 8. Appraisals: The Bruner Legacy 9. Brunerian Perspectives on the Way Forward: An Anthropology of Schooling 10. Brunerian Perspectives on the Way Forward: A Cognitive Theory of Pedagogy Part V: Excerpts from an Interview with Jerome Bruner, 8 February 2005 Bibliography Index

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An overview and synthesis of Jerome Bruner's influential educational thought in one volume, including coverage of the reception and influence of his work and its relevance today.

About the Author

David R. Olson is University Professor Emeritus at Ontario Institute for Studies in Education, University of Toronto, Canada. He studied under Bruner at Harvard University's Centre for Cognitive Studies in the 1960s. Author or editor of 20 book and some 300 research articles, his work is best represented by two of his books: The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading (1994) and Psychological Theory and Educational Reform: How Schools Remakes Mind and Society (2004).


Olson's book on the work of Jerome Bruner is a deeply informed and incisively written gem... Olson - one of Bruner's many influential students - makes sense of his work in a way that ties it to developments in psychology and education from the 1960's to the present. Olson relates Bruner's work to that of John Dewey, and to his own views, which place more emphasis on schools as independent institutions. The result is a highly readable and informed account of developments in educational psychology and their relation to educational practice. -- Eric Bredo, University of Toronto, Canada

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