In 'Toward a Theory of Instruction,' Jerome Bruner explores the intricacies of teaching and learning, challenging conventional educational paradigms. He argues that effective instruction must engage students in their learning process, fostering critical thinking and creativity. Through innovative concepts such as the spiral curriculum, Bruner emphasizes the importance of connecting new ideas to prior knowledge. His theories advocate for an interactive classroom environment where discovery is prioritized. This seminal work invites educators and learners to rethink the essence of education, making it a compelling read for anyone invested in the future of teaching.
By Jerome Bruner
Published: 1966
"The goal of education is not merely to fill minds with facts, but to cultivate a spirit of inquiry, enabling learners to discover the world and themselves."
Instruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means.
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“The goal of education is not merely to fill minds with facts, but to cultivate a spirit of inquiry, enabling learners to discover the world and themselves.”
Toward a Theory of Instruction
By Jerome Bruner
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Jerome Bruner (1915-2016) was an esteemed American psychologist, educator, and author known for his pioneering work in cognitive psychology and educational theory. As a founding figure in the field of cognitive development, Bruner emphasized the importance of cultural context and narrative in learning. His notable works include 'The Process of Education' (1960), which advocated for revolutionary teaching methods, and 'Acts of Meaning' (1990), where he delves into the significance of meaning making in human life. Bruner's writing style is characterized by its clarity, insightfulness, and a deep engagement with the complexities of human thought, often blending empirical research with philosophical inquiry.
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