The Fallacies of Jerome Bruner's Hypothesis in 'The Process of Education:' A Deweyan Perspective
DOI:
https://doi.org/10.11575/jet.v38i2.52645Abstract
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.
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