Jerome Bruner Developing a Sense of the Possible
Jerome S. Bruner (1915- ) is one of the best known and most influential psychologists of the twentieth century. He has made significant contributions to cognitive psychology and educational theory.This book presents a brief introduction to Jerome Bruner’s
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Keiichi Takaya
Jerome Bruner Developing a Sense of the Possible
SpringerBriefs in Education Key Thinkers in Education
For further volumes: http://www.springer.com/series/10197
Keiichi Takaya
Jerome Bruner Developing a Sense of the Possible
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Keiichi Takaya Faculty of Letters Kokugakuin University Tokyo Japan
ISSN 2211-937X ISSN 2211-9388 (electronic) ISBN 978-94-007-6780-5 ISBN 978-94-007-6781-2 (eBook) DOI 10.1007/978-94-007-6781-2 Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2013936519 © The Author(s) 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgments
I thank Dr. Paul Gibbs of Middlesex University, the series editor for Springer Briefs on Key Thinkers in Education, for offering me this wonderful opportunity to write a book on Bruner. I also thank Bernadette Ohmer and Marianna Pascale for their excellent editorial work at Springer. An earlier version of Chap. 4 appeared in Interchange, Volume 39, Number 1 (2008) under the same title. I gratefully acknowledge Springer for granting me permission to use it in this book. I am most grateful to Dr. Kieran Egan of the Faculty of Education at Simon Fraser University for reading my manuscript carefully and giving me insightful comments and suggestions
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