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

Jerome Bruner

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Jerome Bruner
Age: 100 †
Born: 1915
Born: October 1
Died: 2016
Died: June 5
Pedagogue
Psychologist
University Teacher
New York City
New York
Jerome Seymour Bruner
Jerome S. Bruner
Experiences
Lonely
Empty
Space
Recognizes
Spaces
Reflects
Whoever

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Knowledge helps only when it descends into habits.
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The foundations of any subject may be taught to anybody at any age in some form.
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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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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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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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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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Agency presupposes choice.
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Knowledge is justified belief.
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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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The fish will be the last to discover water.
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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 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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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 essence of creativity is figuring out how to use what you already know in order to go beyond what you already think.
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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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We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.
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Thinking about thinking has to be a principle ingredient of any empowering practice of education.
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There is a deep question whether the possible meanings that emerge from an effort to explain the experience of art may not mask the real meanings of a work of art.
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It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.
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