641 research outputs found
Rileggendo Bruner
No full textThe essay is dedicated to one of most eminent Italian scholar of pedagogy, Leonardo Trisci-uzzi and the author reflects about the different manners to study pedagogy today. The classical authors, as Bruner, Piaget or Dewey, would to be central for young students of education for their human and professional growth. We want thinking peoples – says the author – and to obtain this result it’s necessary to return to classic literature
Grandes de la Educación: Jerome Seymour Bruner
No full textIn this number of Grandes de la Educacion, the author talks about Jerome Seymour Bruner, a well-known psychologist of Harvard specialised on human cognitive psychology and cognitive learning theory in educational psychology. Bruner is very important person in the area of education.En este número de los Grandes de la Educación, la autora se centra en hablar de Jerome Seymour Bruner, un psicólogo muy conocido de Harvard especializado en la psicología humana cognitiva y en la teoría del aprendizaje cognitivo en el área de la psicología de la educación. Bruner es toda una personalidad en el área de la educación
Lembrando Jerome Bruner
No full textThis short memorial draws on reflections by Professor Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, Harvard University. Howard Gardner is the author of the chapter on Bruner in the recently published Routledge Encyclopaedia of Educational Thinkers..
Bruner, Dorsey William
No full textMemorial Statement for Professor Dorsey William Bruner, Ph.D., D.V.M. (1906-1996) who was Professor (1949-1965) of Bacteriology in the Department of Pathology and Bacteriology and then Professor Emeritus (1972) of Microbiology at the Cornell University College of Veterinary Medicine. He also served as Chairman of the newly formed Department of Microbiology (1965-1972) that included the Veterinary Virus Research Institute (VVRI), later named the James A. Baker Institute for Animal Health in 1975. Professor Bruner was co-author of three editions of "Hagan's Infectious Diseases of Domestic Animals," a classic textbook for students and practitioners of veterinary medicine along with over 140 scientific papers. He was also Editor of "The Cornell Veterinarian" (1951-1972) for 20 years. The memorial statements contained herein were prepared by the Office of the Dean of the University Faculty of Cornell University to honor its faculty for their service to the university
Bruner, Jerome, In Search of Pedagogy: The Selected Works of Jerome S. Bruner, Volumes 1 and 2. New York: Routledge, 2006.
No full textContains brief excerpts from the author\u27s writings (1957-2004) including several that reflect his contributions on teaching and on curriculum
Bruner presents his book at National Business Law Scholars Conference
No full textStembler Family Distinguished Professor in Business Law Christopher M. Bruner presented his book The Corporation as Technology: Re-Calibrating Corporate Governance for a Sustainable Future (Oxford University Press, 2022) at a plenary “Author-Meets-Readers” session at the National Business Law Scholars Conference held at the University of Oklahoma College of Law in June
Jerome S. Bruner tra pensiero e creatività: dal processo di apprendimento alla sorpresa produttiva
No full textItIl presente contributo intende esplorare la creatività secondo la prospettiva di Bruner. Dopo una prima parte incentrata sull'importanza del Bruner in ambito psicopedagocio, approfondendo gli aspetti storico-sociali, l'autore introduce alla visione dicotomica del pensiero, inteso come processo cognitivo, suddiviso in paradigmatico e sintagmatico. È a partire proprio da questa differenza che si entra nel merito della creatività intesa come processo che trova la sua massima espressione nella "sorpresa".EnThis paper intends to explore creativity according to Bruner's perspective. After a first part focusing on the importance of Bruner in psycho-pedagogy field, deepening the historical-social aspects, the author introduces the dichotomous vision of thought, understood as a cognitive process, subdivided into paradigmatic and syntagmatic. It is precisely from this difference that one enters the merit of creativity understood as a process that finds its maximum expression in the "surprise"
Bruner, Adam
No full textSee entry in Choctaw County, volume 2, page 34: https://digital.archives.alabama.gov/digital/collection/voter1867/id/68
A concepção de cultura em Bruner e Vigotski: implicações para a educação escolar
No full textA presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,...The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES
A concepção de cultura em Bruner e Vigotski: implicações para a educação escolar
No full textA presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,...The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES
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