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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.

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
Wells
Badly
Well
Benefit
Things
Benefits
Time
Neither
Turn
Feared
Turns
Hoped
Comes
Learns
Experience
Anticipation

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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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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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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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We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.
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Knowledge is justified belief.
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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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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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Stimuli, however, do not act upon an indifferent organism.
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The fish will be the last to discover water.
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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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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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Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure in short, is to learn how things are related.
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The foundations of any subject may be taught to anybody at any age in some form.
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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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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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Knowledge helps only when it descends into habits.
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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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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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