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.
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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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