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… — Jerome Bruner Copy Share Image
In time, and as one comes to benefit from experience, one learns that things will turn out neither as well as one hoped nor… — Jerome Bruner Copy Share Image
Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the… — Jerome Bruner Copy Share Image
The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through… — Jerome Bruner Copy Share Image
Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action. — Jerome Bruner Copy Share Image
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… — Jerome Bruner Copy Share Image
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… — Jerome Bruner Copy Share Image
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 Copy Share Image
"Thinking about thinking" has to be a principle ingredient of any empowering practice of education. — Jerome Bruner Copy Share Image
Organizing facts in terms of principles and ideas from which they may be inferred is the only known way of reducing the quick rate… — Jerome Bruner Copy Share Image
Telling others about oneself is...no simple matter. It depends on what we think they think we ought to be like — Jerome Bruner Copy Share Image
