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Toward a Theory of Instruction
192 pages, 1974
science & nature
1064 booksJerome Bruner, a well-known and controversial writer on education, in this book presents for general readers his thoughts about the nature of intellectual growth, the process of learning, and how children can best be helped to learn.
The Process of Education probes more deeply into subjects he dealt with in his earlier book, The Process of Education. Mr. Bruner’s theories have had a catalytic effect on educational theory. I
n this volume, he presents a new collection of observations and reflections that give concrete illustrations to his arguments and include a broader context than was possible before. One is struck by an absence of a theory of instruction as a guide to pedagogy; there are only maxims instead.
Jerome Bruner emphasizes the importance of active learning. He believes that students learn best when they are actively engaged in the learning process, rather than passively receiving information. So, if you're a teacher or a student, you might want to explore more active learning strategies.
Bruner introduces the concept of a 'spiral curriculum'. This means revisiting basic ideas repeatedly, but each time at a more advanced level. This approach helps to reinforce learning and deepen understanding. It's a great concept to look into if you're involved in curriculum design or teaching.
According to Bruner, understanding the structure of a subject is crucial for effective learning. He suggests that once a student understands the basic structure of a subject, they can apply this knowledge to new situations. This is a key takeaway for anyone looking to improve their learning strategies.
Bruner is a big advocate of discovery learning. This is a method where students learn by finding things out for themselves, rather than being told. If you're a teacher, you might want to research more about discovery learning and see how you can incorporate it into your teaching.
In 'Toward a Theory of Instruction', Bruner also explores the impact of culture on learning. He believes that cultural factors can significantly influence how and what we learn. This is an interesting point to consider, especially for those involved in multicultural education or teaching in diverse classrooms.
