Jerome Bruner Quotes

On this page you can find the TOP of Jerome Bruner's best quotes! We hope you will find some sayings from Psychologist Jerome Bruner's in our collection, which will inspire you to new achievements! There are currently 40 quotes on this page collected since October 1, 1915! Share our collection of quotes with your friends on social media so that they can find something to inspire them!
  • "Thinking about thinking" has to be a principle ingredient of any empowering practice of education.

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

    Lonely   Space   Empty  
    Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.60, Harvard University Press
  • 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.

    Memories   Men   Class  
    Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.65, Harvard University Press
  • Telling others about oneself is...no simple matter. It depends on what we think they think we ought to be like

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

    Jerome S. Bruner (1996). “The Culture of Education”, p.24, Harvard University Press
  • Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.

    Passion   Feelings   Use  
    Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.24, Harvard University Press
  • We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.

  • Knowledge is justified belief.

  • 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.

    Way   Becoming   Literacy  
  • In reference to right answers - Knowing is a process, not a product.

  • 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.

  • 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 S. BRUNER (2009). “The Process of Education, Revised Edition”, p.33, Harvard University Press
  • 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.

    The Process of Education (p. 14)
  • Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life.

    Joy   Information   Able  
    Jerome Seymour Bruner (1996). “The Culture of Education”
  • 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 S. Bruner (1996). “The Culture of Education”, p.50, Harvard University Press
  • Knowledge helps only when it descends into habits.

    Jerome S. Bruner (1996). “The Culture of Education”, p.152, Harvard University Press
  • Good teaching is forever being on the cutting edge of a child's competence.

  • Learners are encouraged to discover facts and relationships for themselves.

    Facts   Learners  
  • 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.

    Self   Effort   Doe  
    Jerome S. Bruner (1996). “The Culture of Education”, p.15, Harvard University Press
  • 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.

    Children   Play   Adults  
  • 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.

    Memories   Loss   Ideas  
    Jerome S. Bruner (2006). “In Search of Pedagogy Volume I: The Selected Works of Jerome Bruner, 1957-1978”, p.46, Routledge
  • The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.

  • The fish will be the last to discover water.

    Jerome S. Bruner (1996). “The Culture of Education”, p.45, Harvard University Press
  • 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.

  • 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 Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.33, Harvard University Press
  • Stimuli, however, do not act upon an indifferent organism.

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

    Self   Needs   Agents  
    Jerome S. Bruner (1996). “The Culture of Education”, p.16, Harvard University Press
  • 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.

  • Teaching is the canny art of intellectual temptation

    Art   Teaching   Learning  
    Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.78, Harvard University Press
  • 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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  • We hope you have found the saying you were looking for in our collection! At the moment, we have collected 40 quotes from the Psychologist Jerome Bruner, starting from October 1, 1915! We periodically replenish our collection so that visitors of our website can always find inspirational quotes by authors from all over the world! Come back to us again!