By David Hollyman
Student Id: 89119286
2. Bruner’s work on Cognition and Constructivism
3. Implications and Applications of Bruner’s Theories
4. Publications
Jerome Bruner was born in New York in 1915. At the age of 2 he underwent operations to correct vision impaired due to cataracts. His father died when Jerome was 12, after which the family moved frequently and Jerome had an education interrupted by frequent changes of school. Despite this, Bruner’s grades were good enough to enter Duke University in Durham, NC where he obtained a B.A. in 1937 followed by a Ph.D. from Harvard in 1941.
Bruner
was Professor of Psychology at Harvard (1952-1972) and Watts Professor at Oxford (1972-1980), and has spent time at the
New York University School of Law and the New School for Social Research in New
York City.
For
the past 45 years Bruner has been a leader in the establishment of cognitive
psychology as an alternative to the behaviourist theories that dominated
psychology in the first half of the 20th century.
Bruner’s
cognitive approach to his work in childhood learning and perception has made
him a key figure in educational reform in the United States and Britain.
Bruner
served on the President’s Science Advisory Committee during the Kennedy and
Johnson presidencies and has received many awards and honours, including the International Balzan Prize (for
his “lifelong contribution to the understanding of the human mind”), the CIBA
Gold Medal for Distinguished Research and the Distinguished Scientific Award of
the American Psychological Association.
Bruner
is currently Research Professor of Psychology and Senior Research Fellow in Law
at New York University. Over the past 40 years he has published many
books, including The
Process of Education (1960), Acts of
Meaning (1991) and The Culture of Education
(1996).
Jean Piaget and Jerome Bruner demonstrated how thought processes could be subdivided into three distinct modes of reasoning. While Piaget related each mode to a specific period of childhood development, Bruner saw each mode as dominant during each developmental phase, but present and accessible throughout. Bruner’s model of human development as a combination of enactive skills (manipulating objects, spatial awareness), iconic skills (visual recognition, the ability to compare and contrast) and symbolic skills (abstract reasoning) has influenced psychological and educational thought over the past 50 years.
Bruner’s
work came at a time when psychological thought was dominated by behaviourism,
which was popular because a measurable response could be observed to a defined
stimulus. This satisfied the need for
scientific rigour, but explained learning without accounting for mental
processes that were assumed to be not measurable. Bruner was able to apply a similar scientific rigour to
unobservable mental processes. Bruner
was instrumental in the move from behaviourism to cognitivism
in 1950s and 1960s mainstream psychology.
An important work in the early days of the cognitive movement was A
Study in Thinking which Bruner published in 1956 with Jacqueline Goodnow
and George Austin, and where they defined cognitive processes as “the means whereby organisms
achieve, retain and transform information.”
Bruner
suggested that people remember things “with a
view towards meaning and signification, not toward the end of somehow
‘preserving’ the facts themselves.” This view of knowledge – and memory – as a constructed entity is
consistent with constructivism,
with which Bruner is also closely associated.
A
constant theme in Bruner’s work is that education is a process of
discovery. As a structural theorist,
Bruner believes that information or knowledge is most effectively gained by
personal discovery, and then classified enactively, iconically or symbolically. Bruner advocated that if students were
allowed to pursue concepts on their own they would gain a better
understanding. Within the education
system, a teacher would then engage students in active dialogue and guide them
when necessary so that students would progressively build their own knowledge
base, rather than be ‘taught’. New
information would be classified and understood based on knowledge already
gained.
Bruner’s theory of
how children construct knowledge involves three basic modes of instruction.
In their very early
years, young children rely extensively upon enactive modes to learn. As a child learns to roll over, sit up or
walk, they are learning to do so through their own actions. While this mode is present in people of all
ages it is more dominant when a person is young. An example of this dominance is the way a young person can often
learn to play a musical instrument more quickly than an older person.
Iconic
representation normally becomes dominant during the next stage of childhood
years. Children learn to understand
what pictures and diagrams are and how to do arithmetic using numbers and
without counting objects.
Later – usually
around adolescence - the symbolic mode of learning becomes most dominant. Students can understand and work with
concepts that are abstract.
According to Bruner,
developmental growth involves mastering each of the increasingly more complex
modes - enactive to iconic to symbolic.
Mastering this incorporates becoming more skilled in translating between
each mode. An example of this sort of
translation could be a discussion (symbolic mode) of what students had learned
from an experiment (iconic mode).
An implication of
Bruner’s developmental theories is that children should be provided with study
materials, activities, and tools that are matched to and capitalise on their
developing cognitive capabilities. For
example, a teacher wanting to help children learn about dinosaurs could use all
three modes. Students could be asked to
construct models of dinosaurs (enactive); they might watch a film about, or
involving, dinosaurs (iconic); or they could consult reference texts and then
discuss their findings (symbolic).
The influence of Bruner’s work extends beyond psychology and education. Bruner’s work influenced Xerox PARC researchers in their efforts to create graphical user interfaces (GUIs) that addressed enactive, iconic and symbolic ways users understand and manipulate the world around them. Bruner was a key member in founding and teaching the Colloquium on the Theory of Legal Practice which involves the study of how law is practised and how its practice can be understood through the use of tools developed within anthropology, psychology, linguistics and literary theory.
Bruner
has been a prolific writer over his extensive career. In his NYU
Faculty Bio, Bruner lists two of his more recent publications as
representative of his work:
·
Acts
of Meaning (Harvard University Press, 1991)
·
The
Culture of Education (Harvard University
Press, 1996)
Other
publications by Bruner include:
·
The
Process of Education (Harvard University
Press, 1960)
·
Toward
a Theory of Instruction (Harvard University
Press, 1966)
·
Beyond
the Information Given: Studies in the Psychology of Knowing (Norton, 1973)
·
Child’s
Talk: Learning to Use Language (Norton,
1983)
·
Actual
Minds, Possible Worlds (Harvard University
Press, 1986)
Bruner’s
next work, due later this month (September 2000) and co-written with Anthony G.
Amsterdam, is Minding
the Law.
A
list of most works by, or contributed to by, Bruner can be found at amazon.com
under Jerome
Bruner and Jerome
Seymour Bruner.
There
are also a couple of older works accessible via the Web:
·
Bruner, Jerome S. & Goodman, Cecile
C. (1947). "Value
and need as organizing factors in perception." Journal of Abnormal and
Social Psychology, 42, 33-44.
·
Bruner, Jerome S. & Postman, Leo.
(1949). "On
the perception of incongruity: A paradigm." Journal of Personality,
18, 206-223.