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The fallacies of Jerome Bruner’s hypothesis in The Process of Education: A Deweyan perspective

Deng, Z; (2004) The fallacies of Jerome Bruner’s hypothesis in The Process of Education: A Deweyan perspective. The Journal of Educational Thought (JET) , 38 (2) pp. 151-170. Green open access

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Abstract

This article attempts to expose the fallacies of Jerome Bruner's curricular hypothesis in The Process of Education through invoking the ideas of John Dewey, and in so doing, questions the uncritical acceptance of Bruner's doctrines by today educators. It examines the underlying assumptions in the hypothesis, focusing on the untenable dualisms between the logical and the psychological, subject matter and method. The central thesis is that the organization and formulation of the subject matter of the school curriculum involves essential psychological and epistemological issues whose neglect and denial would lead to confusion in theories of curriculum and instruction. This thesis carries significant implications for the making of the school curriculum. À travers les idées évoquées de John Dewey, cet article essaie de montrer les erreurs de l'hypothèse exposée par Jérôme Bruner sur La Méthode

Type: Article
Title: The fallacies of Jerome Bruner’s hypothesis in The Process of Education: A Deweyan perspective
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.jstor.org/stable/23767609
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10089341
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