Quote

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

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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
Way
Principles
Organizing
Term
Reducing
Known
Quick
Facts
Rate
May
Memory
Ideas
Terms
Human
Loss
Humans
Memories
Inferred

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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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Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.
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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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The foundations of any subject may be taught to anybody at any age in some form.
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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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Thinking about thinking has to be a principle ingredient of any empowering practice of education.
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Knowledge is justified belief.
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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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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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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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In reference to right answers - Knowing is a process, not a product.
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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.
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The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through this dialogic, discursive process that we come to know the Other and his points of view, his stories. We learn an enormous amount not only about the world but about ourselves by discourse with Others.
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We need to conceive of ourselves as agents impelled by self-generated intentions.
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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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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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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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Knowledge helps only when it descends into habits.
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Agency presupposes choice.
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