JEROME SEYMOUR BRUNER COURTESY of RANDALL FOX 1 October 1915
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EGOSYSTEM a Visualisation of Wholeness Amidst Environmental Uncertainty and Fragmentation
EGOSYSTEM A Visualisation of Wholeness Amidst Environmental Uncertainty and Fragmentation By Christopher Nokes Vaughan Road Academy Abstract Students are embedded in a stochastic world. Postmodern practitioners of fragmentation accept this, however they dispute Jungian and Eriksonian wholeness. The existential representation ego as a two- dimensional thing, the Kantian-, Jungian- I-formation is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term literacy must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical ego is an extension of a system of influential forces of the embedding world that inform, shape and re-shape it. Egosystem is the new complex ego struggling for survival. Uncertainty is the undercurrent beneath volatile educational environments wherein visual arts achieves some measure of control by offering challenging design problems. Archaic and modern confrontation with challenges presented by this stochastic world is an impetus for intellectual development through increasing visualization, heightened awareness, self-healing and self-renewal. The search for wholeness extends the Jungian archetype of teleiosis to an enlightened version of the whole Self within an entropic field that tends towards fragmentation. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley. We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. -
Selected Books, Articles, and Monographs for the Guidance Of
Dnet,MFti R F SUMF CG 002 982 ED 023 121 24 By -McGuire, Carson Behavioral Science Memorandum Number10. Texas Univ., Austin. Research andDevelopment Center for TeacherEducation. Spons Agency -Office of Education(DHEW), Washington, D C. Report No -BSR -M -10 Bureau No -BR -5 -0249 Pub Date 66 Contract -OEC -6 -10 -108 Note -36p.; Includes Addenda toBehavioral Science MemorandumNumber 10. EDRS Price MF -$025 HC -$190 Development, *Teacher Education Descriptors -*Annotated Bibliographies,*Child Development, *Human Number 10 was theinitial venture intoannotating Behavioral Science Memorandum of busy instructors selected books, articles,and monographsfor the guidance responsible for teacher education.The responses to theannotated bibliographies Apparently some sortof handbook forlearning throughguided have been positive. teacher discovery is a possible meansof orienting collegeprofessors and students in education to the realizationthat the mafor objective inthe educational encounter is regurgitation" in examinationsbut the not "soaking vp"information for later "selective information as it intellectual capabilities necessaryto relate new acquisition of the annotated entries) develops to theunderlying principles of afield study. (137 (AUTHOR) via_57-0.240 EDUCATION RESEARCH AND DEVELOPMENTCENTER TN TEAChTH THE UNIVERSITY OFTEXAS Behavioral ScienceMemorandum No. 10 July, 1966 S.H. 308 Bibliographies other Child and HumanDevelopment and the The two bibliographies in thismemorandum, one on and literature. They point to books on Human Development andEducation, merely sample the well as some tiresomereading. What the journals which provide many ideasand explanations, as be of interest toother persons. writer regards as "tiresome" orirrelevant, of course, may IMPORTANT NOTE without much writtenfeedback. The A number of memoranda and aNewsletter have been issued from our readers. -
Four Perspectives
Educational Psychology important notes Theories about human learning can be grouped into four broad "perspectives". These are Behaviorism - focus on observable behavior Cognitive - learning as purely a mental/ neurological process Humanistic - emotions and affect play a role in learning Social - humans learn best in group activities The development of these theories over many decades is a fascinating story. Some theories developed as a negative reaction to earlier ones. Others built upon foundational theories, looking at specific contexts for learning, or taking them to a more sophisticated level. There is also information here about general theories of learning, memory, and instructional methodology. Read brief descriptions of these four general perspectives here: Learning www.allonlinefree.comTheories: Four Perspectives Within each "perspective" listed below, there may be more than one cluster of theories. Click on the name of the theorist to go to the page with biographical information and a description of the key elements of his/her theory. www.allonlinefree.com Educational Psychology important notes 1. Behaviorist Perspective Classical Conditioning: Stimulus/Response Ivan Pavlov 1849-1936 Classical Conditioning Theory Behaviorism: Stimulus, Response, Reinforcement John B. Watson 1878-1958 Behaviorism Edward L. Thorndike 1874-1949 Connectivism Edwin Guthrie 1886-1959 Contiguity Theory B. F. Skinner 1904-1990 Operant Conditioning William Kaye Estes 1919 - Stimulus Sampling Theory Neo-behaviorism: Stimulus-Response; Intervening Internal -
Psycholinguistic Research Methods 251
Psycholinguistic Research Methods 251 See also: Deixis and Anaphora: Pragmatic Approaches; Freud S (1915). ‘Die Verdra¨ngung.’ In Gesammelte Werke Jakobson, Roman (1896–1982); Lacan, Jacques (1901– X. Frankfurt am Main: Imago. 1940–1952. 1981); Metaphor: Psychological Aspects; Metonymy; Lacan J (1955–1956). Les Psychoses. Paris: Seuil, 1981. Rhetoric, Classical. Lacan J (1957). ‘L’instance de la lettre dans l’inconscient ou la raison depuis Freud.’ In E´ crits. Paris: Seuil, 1966. Lacan J (1957–1958). Les formations de l’inconscient. Bibliography Paris: Seuil, 1998. Lacan J (1959). ‘D’une question pre´liminaire a` tout traite- Freud S (1900). ‘Die Traumdeutung.’ In Gesammelte werke ment possible de la psychose.’ In E´ crits. Paris: Seuil, II-III. Frankfurt am Main: Imago. 1940–1952. 1966. Freud S (1901). ‘Zur Psychopathologie des Alltagslebens.’ Lacan J (1964). Les quatre concepts fondamentaux de la In Gesammelte werke IV. Frankfurt am Main: Imago. psychanalyse. Paris: Seuil, 1973. 1940–1952. Lacan J (1969–1970). L’envers de la psychanalyse. Paris: Freud S (1905). ‘Der Witz und seine Beziehung zum Unbe- Seuil, 1991. wussten.’ In Gesammelte Werke, VI. Frankfurt am Main: Imago. 1940–1952. Psycholinguistic Research Methods S Garrod, University of Glasgow, Glasgow, UK This usually involves taking the average of the values ß 2006 Elsevier Ltd. All rights reserved. of the dependent variable (response latencies) for each value of the independent variable (each list of words acquired at different ages) and establishing Psycholinguistics aims to uncover the mental repre- whether the differences associated with the different sentations and processes through which people pro- values of the independent variable are statistically duce and understand language, and it uses a wide reliable. -
Art Integration and Cognitive Development Journal Issue
Peer Reviewed Title: Art Integration and Cognitive Development Journal Issue: Journal for Learning through the Arts, 9(1) Author: Baker, Dawn, University of South Carolina- Columbia Publication Date: 2013 Publication Info: Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities Permalink: http://escholarship.org/uc/item/9wv1m987 Acknowledgements: The author wishes to acknowledge gratitude to the director, staff, and students of Art Space Charter School where this research took place. Author Bio: The author has a PhD in Educational Psychology and Research from the University of South Carolina-Columbia. Keywords: arts integration, cognitive development, intellectual development, intellectual factors, project- based learning, thematic instruction, experiential learning, Curriculum and Instruction, Educational Psychology, Elementary Education and Teaching, Other Arts and Humanities, Other Education Local Identifier: class_lta_2630 Abstract: The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. with curriculum concepts to promote cognitive development. The theororetical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. -
Howard Gardner's Theory of Multiple Intelligences
Howard Gardner’s Theory of Multiple Intelligences Many of us are familiar with three general categories in which people learn: visual learners, auditory learners, and kinesthetic learners. Beyond these three general categories, many theories of and approaches toward human potential have been developed. Among them is the theory of multiple intelligences, developed by Howard Gardner, Ph.D., Professor of Education at Harvard University. Gardner’s early work in psychology and later in human cognition and human potential led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities. Gardner’s Multiple Intelligences 1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words) 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns) 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly) 4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully) 5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber) 6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires -
The First Seven. . . and the Eighth: a Conversation with Howard Gardner
The First Seven. and the Eighth: A Conversation with Howard Gardner Human intelligence continues to intrigue psychologists, neurologists, and educators. What is it? Can we measure it? How do we nurture it? Kathy Checkley Howard Gardner's theory of multiple intelligences, described in Frames of Mind (1985), sparked a revolution of sorts in classrooms around the world, a mutiny against the notion that human beings have a single, fixed intelligence. The fervor with which educators embraced his premise that we have multiple intelligences surprised Gardner himself. "It obviously spoke to some sense that people had that kids weren't all the same and that the tests we had only skimmed the surface about the differences among kids," Gardner said. Here Gardner brings us up-to-date on his current thinking on intelligence, how children learn, and how they should be taught. How do you define intelligence? Intelligence refers to the human ability to solve problems or to make something that is valued in one or more cultures. As long as we can find a culture that values an ability to solve a problem or create a product in a particular way, then I would strongly consider whether that ability should be considered an intelligence. First, though, that ability must meet other criteria: Is there a particular representation in the brain for the ability? Are there populations that are especially good or especially impaired in an intelligence? And, can an evolutionary history of the intelligence be seen in animals other than human beings? I defined seven intelligences (see box) in the early 1980s because those intelligences all fit the criteria. -
Spiritual Intelligence: an Important Dimension of Giftedness
University of Wollongong Research Online Faculty of Education - Papers (Archive) Faculty of Arts, Social Sciences & Humanities 1-1-2007 Spiritual intelligence: An important dimension of giftedness Wilhelmina J. Vialle University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/edupapers Part of the Education Commons Recommended Citation Vialle, Wilhelmina J.: Spiritual intelligence: An important dimension of giftedness 2007, 171-186. https://ro.uow.edu.au/edupapers/617 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Spiritual Intelligence: An Important Dimension of Giftedness [Part IV, Chapter 3 pp. 171-186 in K.Tirri (Ed) Values and foundations in gifted education] Dr Wilma Vialle University of Wollongong, Australia Contact address: Dr Wilma Vialle Faculty of Education University of Wollongong Wollongong NSW 2522 Australia Spiritual Intelligence: An Important Dimension of Giftedness Introduction As the twenty-first century unfolds with its emphasis on global concerns and technology that is obsolete before it is out of its packaging, we need to reconsider what we understand by thinking and learning. Such reframing is essential if we are to adequately educate the twenty-first century learner. In the past, we neatly separated the cognitive realm of thinking and learning from the physical, social and emotional realities of the learner. However, substantial research has clearly established the inter- dependence and connectedness of each of these spheres within individuals. Spirituality, though, has barely been considered in these constructions of young people, and particularly of gifted young people. -
Harry Harlow, John Bowlby and Issues of Separation
Integr Psych Behav (2008) 42:325–335 DOI 10.1007/s12124-008-9071-x INTRODUCTION TO THE SPECIAL ISSUE Loneliness in Infancy: Harry Harlow, John Bowlby and Issues of Separation Frank C. P. van der Horst & René van der Veer Published online: 13 August 2008 # The Author(s) 2008. This article is published with open access at Springerlink.com Abstract In this contribution, the authors give an overview of the different studies on the effect of separation and deprivation that drew the attention of many in the 1940s and 1950s. Both Harlow and Bowlby were exposed to and influenced by these different studies on the so called ‘hospitalization’ effect. The work of Bakwin, Goldfarb, Spitz, and others is discussed and attention is drawn to films that were used to support new ideas on the effects of maternal deprivation. Keywords Separation . Maternal deprivation . Hospitalization effect . History of psychology. Attachment theory . Harlow. Bowlby From the 1930s through the 1950s clinical and experimental psychology were dominated by ideas from Freud’s psychoanalytic theory and Watson’s behaviorism. Although very different in their approach to the study of (human) behavior, psychoanalysts and behaviorists held common views on the nature of the bond between mother and infant. According to scientists from both disciplines the basis for this relationship was a secondary drive, i.e. the fact that the child valued and loved the mother was because she reduced his or her primary drive for food. The central figure of this special issue, American animal psychologist Harry Harlow (1905–1981), in the 1950s shifted his focus from studies of learning in monkeys (e.g., Harlow and Bromer 1938; Harlow 1949) to a more developmental approach—or in Harlow’s own words a transition “from learning to love” (cf. -
Psychology and Adaptation: the Work of Jerome Bruner
LINGUACULTURE 1, 2014 PSYCHOLOGY AND ADAPTATION: THE WORK OF JEROME BRUNER LAURENCE R AW Baúkent University, Ankara, Turkey Abstract This article offers a view as to why Jerome Bruner should become an important figure in future constructions of adaptation theory. It will be divided into three sections. In the first, I discuss in more detail his notions of transformation, paying particular attention to the ways in which we redefine ourselves to cope with different situations (as I did while visiting two specific museums in Vienna and Samos). The second will examine Bruner’s belief in the power of narrative or storytelling as ways to impose order on the uncertainties of life (as well as one’s expectations from it) that renders everyone authors of their own adaptations. In the final section I suggest that the capacity for “making stories” (Bruner’s term) assumes equal importance in psychological terms as it does for the screenwriter or adapter: all of us construct narratives through a process of individual distillation of experiences and information, and subsequently refine them through group interaction. Through this process we understand more about ourselves and our relationship to the world around us. I elaborate this notion through a brief case-study of Charlie Kaufman’s screenplay for the film Adaptation (2002). Keywords: psychology, adaptation, collaboration, storytelling To date most work on adaptation has focused on the film-media studies- literature paradigm. Even though we have moved away from hackneyed questions of fidelity towards intertextuality and/or the ways the adaptive act is shaped by industrial and other cultural concerns, there is still a reluctance to acknowledge other constructions of adaptation. -
Bruner's Search for Meaning: a Conversation Between Psychology
BRUNER’S SEARCH FOR MEANING 1 Bruner’s Search for Meaning: A Conversation between Psychology and Anthropology Cheryl Mattingly, Nancy C. Lutkehaus, and C. Jason Throop Abstract We introduce a special issue of Ethos devoted to the work of Jerome Bruner and his careerlong attempts to seek innovative ways to foster a dialogue between psychology and anthro- pology. The articles in this special issue situate Bruner’s meaning-centered approach to psychology and his groundbreaking work on narrative in the broader context of the developmental trajectory of both of fields of inquiry. Bruner’s work has been enormously influential in the subfields of cultural psychology and psychological anthropology, especially because of his important contributions to our understanding of the intimate relationship between culture and mind. We examine Bruner’s past and ongoing engagement with such luminary figures as Lev Vygotsky, Jean Piaget, Alfred Kroeber, Claude Le´vi-Strauss, and Clifford Geertz to highlight points of convergence and tension between his version of cultural psychology and contemporary theorizing and practice in psychological anthro- pology. We also review his practical and theoretical contributions to the fields of medicine, law, and education. [Jerome Bruner, cultural psychology, psychological anthropology, meaning, narrative, mind, culture] Although Jerome Bruner has bemoaned the historical separation of anthropology and psy- chology, throughout his lengthy and distinguished career as a psychologist his work has had much impact on bringing these two disciplines together. The articles in this special issue of Ethos reflect the impact of psychology on anthropology and vice versa. They do so through a focus on the contributions of Bruner and the influence his work has had on anthropologists, as well as the ways in which his development of the subfield of cultural psychology has been influenced by anthropology. -
Jerome Bruner a Short History of Psychological Theories of Learning
Jerome Bruner A short history of psychological theories of learning Downloaded from http://direct.mit.edu/daed/article-pdf/133/1/13/1828748/001152604772746657.pdf by guest on 29 September 2021 Learning remains an elusive topic, de- form-wise? How do we learn the lay of spite the endless research lavished on it. the land? How do we learn to concen- And what we mean by it, of course, is trate our attention? shaped by how we choose to study it. And then there are questions about Concentrate on how children master differences in how learning occurs. Do their native language and you arrive at all species learn in the same way and do a very different conception of learning the bright and the dull go about it in like than had you researched how under- manner? And what about external in- graduates memorize nonsense syllables. ducements, rewards, and punishments? Does learning to ½nger a Bach cello so- Are all learning situations comparable? nata tap the same learning processes as I used to give the star performers of learning to trace your way through a the experiments I’d just completed to ½nger maze? Is all learning alike, re- my young daughter. These rats seemed ducible to a common set of principles? to develop a more open curiosity under Two learning tasks are said to be alike her magnanimous care. What, indeed, if mastering one makes mastering the does domestication do to an animal’s other easier–the so-called transfer cri- approach to learning? Were those in- terion. But what is transferred? Is it re- sights achieved by Wolfgang Koehler’s