Jerome Bruner Quotes - Page 2

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

  Jerome Bruner

  Self, Needs, Agents

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

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• Agency presupposes choice.

  Jerome Bruner

  Agency, Choices

  Jerome S. Bruner (1996). “The Culture of Education”, p.136, Harvard University Press

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

  Jerome Bruner

  Teacher, Teaching, Taste

  Jerome S. Bruner (1996). “The Culture of Education”, p.24, Harvard University Press

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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.

  Jerome Bruner

  Memories, Loss, Ideas

  Jerome S. Bruner (2006). “In Search of Pedagogy Volume I: The Selected Works of Jerome Bruner, 1957-1978”, p.46, Routledge

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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.

  Jerome Bruner

  Self, Effort, Doe

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

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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.

  Jerome Bruner

  Memories, Men, Class

  Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.65, Harvard University Press

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

  Jerome Bruner

  Passion, Feelings, Use

  Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.24, Harvard University Press

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• 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

  Education, School, Ideas

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

  Jerome Bruner

  Lonely, Space, Empty

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

  41 Copy quote

• 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

  Educational, Light, Design

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• 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

  Education, Past, Men

  Jerome Seymour Bruner (1979). “On Knowing: Essays for the Left Hand”, p.122, Harvard University Press

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• Stimuli, however, do not act upon an indifferent organism.

  Jerome Bruner

  Stimulus, Indifferent, Organisms

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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.

  Jerome Bruner

  Perception, Recognition, Characteristics

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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.

  Jerome Bruner

  Writing, Apollo, Culture

  Jerome S. Bruner (1996). “The Culture of Education”, p.50, Harvard University Press

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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.

  Jerome Bruner

  Inspirational, Education, Men

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