Quote

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.

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
Activity
Approach
Characteristic
Child
Mode
Whether
Characteristics
Action
Adult
Content
Form
Main
Play
Adults
Children

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Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.
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In reference to right answers - Knowing is a process, not a product.
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The foundations of any subject may be taught to anybody at any age in some form.
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Agency presupposes choice.
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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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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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Knowledge helps only when it descends into habits.
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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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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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Stimuli, however, do not act upon an indifferent organism.
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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 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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Thinking about thinking has to be a principle ingredient of any empowering practice of education.
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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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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 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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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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