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Jerome Bruner Quotes

American psychologist and author (d. 2016), Birth: 1-10-1915 Jerome Bruner Quotes
1.
The essence of creativity is figuring out how to use what you already know in order to go beyond what you already think.
Jerome Bruner

The key to imagination is harnessing existing knowledge to transcend current boundaries.
2.
Learners are encouraged to discover facts and relationships for themselves.
Jerome Bruner

Students are urged to uncover truths and correlations independently.
3.
Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them.
Jerome Bruner

Education must not merely be a conveyor of culture, but also an encourager of fresh perspectives and a promoter of the desire to investigate them.
4.
We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.
Jerome Bruner

We are narrative beings, and as youngsters we gain tongue to articulate those tales that lie within us.
5.
"Thinking about thinking" has to be a principle ingredient of any empowering practice of education.
Jerome Bruner

"Contemplating cognition" must be a fundamental factor of any elevating exercise of instruction.
Similar Authors: Charles Spurgeon Stephen King Winston Churchill Richelle Mead Jodi Picoult Francois de La Rochefoucauld Marianne Williamson Wayne Dyer Michel de Montaigne Suzanne Collins Leo Tolstoy Stephenie Meyer Jim Rohn Oswald Chambers Zig Ziglar
6.
Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life.
Jerome Bruner

Exploring the depths of knowledge to unlock hidden mysteries gives an immeasurable satisfaction.
7.
The foundations of any subject may be taught to anybody at any age in some form.
Jerome Bruner

The rudiments of any topic can be imparted to all ages in some capacity.
8.
We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.
Jerome Bruner

The supposition that any topic can be instructed effectively in an honest, scholarly manner to any kid of any maturity level.
Quote Topics by Jerome Bruner: Children Education Teaching Educational Thinking Inspirational Philosophy Men Art Learning Self Views Way Understanding Literature Adults Memories Ideas Effort School Stories Past Creativity Light Water Choices Process Simple Knowing Becoming
9.
The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through this dialogic, discursive process that we come to know the Other and his points of view, his stories. We learn an enormous amount not only about the world but about ourselves by discourse with Others.
Jerome Bruner

10.
In reference to right answers - Knowing is a process, not a product.
Jerome Bruner

11.
Good teaching is forever being on the cutting edge of a child's competence.
Jerome Bruner

12.
Understanding something in one way does not preclude understanding it in other ways.
Jerome Bruner

13.
Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure in short, is to learn how things are related.
Jerome Bruner

14.
The main characteristic of play - whether of child or adult - is not it content but its mode. Play is an approach to action, not a form of activity.
Jerome Bruner

15.
The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.
Jerome Bruner

16.
The fish will be the last to discover water.
Jerome Bruner

17.
Teaching is the canny art of intellectual temptation
Jerome Bruner

18.
It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.
Jerome Bruner

19.
Knowledge helps only when it descends into habits.
Jerome Bruner

20.
In time, and as one comes to benefit from experience, one learns that things will turn out neither as well as one hoped nor as badly as one feared.
Jerome Bruner

21.
The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion - these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.
Jerome Bruner

22.
There is, perhaps, one universal truth about all forms of human cognition: the ability to deal with knowledge is hugely exceeded by the potential knowledge contained in man's environment. To cope with this diversity, man's perception, his memory, and his thought processes early become governed by strategies for protecting his limited capacities from the confusion of overloading. We tend to perceive things schematically, for example, rather than in detail, or we represent a class of diverse things by some sort of averaged "typical instance.
Jerome Bruner

23.
Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.
Jerome Bruner

24.
Knowledge is justified belief.
Jerome Bruner

25.
Apollo without Dionysus may indeed be a well-informed, good citizen but he's a dull fellow. He may even be 'cultured,' in the sense one often gets from traditionalist writings in education. . . . But without Dionysus he will never make and remake a culture.
Jerome Bruner

26.
We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.
Jerome Bruner

27.
Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.
Jerome Bruner

28.
Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.
Jerome Bruner

29.
The notion of multiple literacies recognized that there are many ways of being-and of becoming-literate, and that how literacy develops and how it is used depend on the particular social and cultural setting.
Jerome Bruner

30.
Agency presupposes choice.
Jerome Bruner

31.
Telling others about oneself is...no simple matter. It depends on what we think they think we ought to be like
Jerome Bruner

32.
Surely knowledge of the natural world, knowledge of the human condition, knowledge of the nature and dynamics of society, knowledge of the past so that one may use it in experiencing the present and aspiring to the future--all of these, it would seem reasonable to suppose, are essential to an educated man. To these must be added another--knowledge of the products of our artistic heritage that mark the history of our esthetic wonder and delight.
Jerome Bruner

33.
In the perception of the incongruous stimuli, the recognition process is temporarily thwarted and exhibits characteristics which are generally not observable in the recognition of more conventional stimuli.
Jerome Bruner

34.
Organizing facts in terms of principles and ideas from which they may be inferred is the only known way of reducing the quick rate of loss of human memory.
Jerome Bruner

35.
I would urge that the yeast of education is the idea of excellence, and the idea of excellence comprises as many forms as there are individuals, each of whom develops his own image of excellence. The school must have as one of its principal functions the nurturing of images of excellence.
Jerome Bruner

36.
We cannot, even given our most imaginative efforts, construct a concept of Self that does not impute some causal influence of prior mental states on later ones.
Jerome Bruner

37.
We are only now on the threshold of knowing the range of the educability of man-the perfectibility of man. We have never addressed ourselves to this problem before.
Jerome Bruner

38.
There is a deep question whether the possible meanings that emerge from an effort to explain the experience of art may not mask the real meanings of a work of art.
Jerome Bruner

39.
We need to conceive of ourselves as "agents" impelled by self-generated intentions.
Jerome Bruner

40.
Stimuli, however, do not act upon an indifferent organism.
Jerome Bruner