Jerome Bruner Quotes
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"Thinking about thinking" has to be a principle ingredient of any empowering practice of education.
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Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.
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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.
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Telling others about oneself is...no simple matter. It depends on what we think they think we ought to be like
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We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.
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Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.
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We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.
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Knowledge is justified belief.
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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.
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In reference to right answers - Knowing is a process, not a product.
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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.
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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.
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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.
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Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life.
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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.
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Knowledge helps only when it descends into habits.
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Good teaching is forever being on the cutting edge of a child's competence.
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Learners are encouraged to discover facts and relationships for themselves.
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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.
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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.
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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.
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The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.
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The fish will be the last to discover water.
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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.
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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.
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Stimuli, however, do not act upon an indifferent organism.
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We need to conceive of ourselves as "agents" impelled by self-generated intentions.
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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.
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Teaching is the canny art of intellectual temptation
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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.
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