Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. He was one of the key figures in the so called 'cognitive revolution' that today dominates psychology around the world - but it is in the field of education that his influence has been especially felt. Bruner helped start the educational reform movement in the USA during the early 1960s and served on the President's Science Advisory Committee during the Kennedy and Johnson administrations. He has since been involved in a variety of educational enterprises, including the founding of Head Start, of which he was a major architect. 'How one conceives of education', he wrote, 'we have finally come to recognize, is a function of how one conceives of the culture and its aims, professed and otherwise.' In this two volume set, Bruner has selected and assembled his most important writings about education. Each volume begins with a specially written Introduction, which sets the context and introduces the selection. These books are the ultimate guide to Jerome Bruner's most important and influential work - ideal for both students and academics who want to be able to follow the development of his thinking over his seventy-year career.

In the" World Library of Educationalists," international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Jerome S. Bruner is one of the most distinguished and influential psychologists of his generation. His theories about cognitive development dominate psychology around the world today, but it is the field of education that his influence has been especially felt. In this two volume collection, Bruner has selected and assembled his most important writing about education. Volume 1 spans the 20 years from 1957 to 1978. Volume 2 takes us from 1979 to 2006.
Each volume starts with a specially written Introduction by Bruner, in which he gives us an overview of his career and contextualizes his selection of papers. The articles and chapters that follow reveal the thinking, the concepts, and the empirical research that have made Bruner one of the most respected and cited educational authorities of our time. Through chapters from his best-selling books, his autobiography, and original journal articles, the reader can follow Bruner's thinking on questions such as, How do human beings presume to educate their young, we, the only species on earth that does so? Do our ways of "educating" conform to what we have been learning about learning during these past centuries? How can we adapt what we know in generalabout the nature of learning processes to fit modern conditions such as poverty, race discrimination, and urban life?
Professor Bruner writes about these matters with the grace and passion for which he has become world famous. He discusses the scientific issues alongside the political, and "administrative" ones, and draws on his research findings and his active participation in projects on improving schooling in America, the UK, and Europe. This two-volume set is the ultimate guide to Jerome Bruner's most important and influential work, and is ideal for students and academics who want to be able to follow the development of his thinking over his incredible 70-year career.

In the "World Library of Educationalists," international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Jerome S. Bruner is one of the most distinguished and influential psychologists of his generation. His theories about cognitive development dominate psychology around the world today, but it is the field of education that his influence has been especially felt. In this two volume collection, Bruner has selected and assembled his most important writing about education. Volume 1 spans the 20 years from 1957 to 1978. Volume 2 takes us from 1979 to 2006.
Each volume starts with a speciallywritten Introduction by Bruner, in which he gives us an overview of his career and contextualizes his selection of papers. The articles and chapters that follow reveal the thinking, the concepts, and the empirical research that have made Bruner one of the most respected and cited educational authorities of our time. Through chapters from his best-selling books, his autobiography, and original journal articles, the reader can follow Bruner's thinking on questions such as, How do human beings presume to educate their young, we, the only species on earth that does so? Do our ways of "educating" conform to what we have been learning about learning during these past centuries? How can we adapt what we know in generalabout the nature of learning processes to fit modern conditions such as poverty, race discrimination, and urban life?
Professor Bruner writes about these matters with the grace and passion for which he has become world famous. He discusses the scientific issues alongside the political, and "administrative" ones, and draws on his research findings and his active participation in projects on improving schooling in America, the UK, and Europe. This two-volume set is the ultimate guide to Jerome Bruner's most important and influential work, and is ideal for students and academics who want to be able to follow the development of his thinking over his incredible 70-year career.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. He was one of the key figures in the so called 'cognitive revolution' that today dominates psychology around the world - but it is in the field of education that his influence has been especially felt. Bruner helped start the educational reform movement in the USA during the early 1960s and served on the President's Science Advisory Committee during the Kennedy and Johnson administrations. He has since been involved in a variety of educational enterprises, including the founding of Head Start, of which he was a major architect. 'How one conceives of education', he wrote, 'we have finally come to recognize, is a function of how one conceives of the culture and its aims, professed and otherwise.' In this two volume set, Bruner has selected and assembled his most important writings about education. Each volume begins with a specially written Introduction, which sets the context and introduces the selection. These books are the ultimate guide to Jerome Bruner's most important and influential work - ideal for both students and academics who want to be able to follow the development of his thinking over his seventy-year career.

Interaction in Human Development unites theoretical essays and empirical accounts bearing directly on the nature of interactions as a principal factor and organizing feature in human mental and social development. The papers discuss all areas of interaction including genetic, environmental, life-span, interpersonal, and cultural. Ideal as a text for students and as a reference for professionals in personality, developmental, educational, and environmental psychology, psychotherapy, behavioral medicine, and language.

The growing child comes to understand the world, makes sense of experience and becomes a competent social individual. First published in 1978, Making Sense reflected the way in which developmental psychologists had begun to look at these processes in increasingly naturalistic, social situations. Rather than seeing the child as working in isolation, the authors of this collection take the view that 'making sense' involves social interaction and problem-solving. They particularly emphasize the role of language; its study both reveals the child's grasp of the frames of meaning in a particular culture, and demonstrates the subtleties of concept development and role-taking.

The growing child comes to understand the world, makes sense of experience and becomes a competent social individual. First published in 1987, Making Sense reflected the way in which developmental psychologists had begun to look at these processes in increasingly naturalistic, social situations. Rather than seeing the child as working in isolation, the authors of this collection take the view that 'making sense' involves social interaction and problem-solving. They particularly emphasize the role of language; its study both reveals the child's grasp of the frames of meaning in a particular culture, and demonstrates the subtleties of concept development and role-taking.

In this book are gathered together Jerome Bruner's major papers on the "psychology of knowing". Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills ( of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development.

In this book are gathered together Jerome Bruner's major papers on the "psychology of knowing." Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills (of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt.

In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006.

Volume I starts with a specially written introduction by Bruner, in which he gives an overview of the 1957-1978 years and contextualises his selection of papers. The articles and chapters then reveal the thinking, the concepts and the empirical research of that time that have made Bruner one of the most respected and cited educational authorities of our time.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. He was one of the key figures in the so called 'cognitive revolution' that today dominates psychology around the world - but it is in the field of education that his influence has been especially felt. Bruner helped start the educational reform movement in the USA during the early 1960s and served on the President's Science Advisory Committee during the Kennedy and Johnson administrations. He has since been involved in a variety of educational enterprises, including the founding of Head Start, of which he was a major architect. 'How one conceives of education', he wrote, 'we have finally come to recognize, is a function of how one conceives of the culture and its aims, professed and otherwise'. In this two volume set, Bruner has selected and assembled his most important writings about education. Volume 2 takes us from 1979 to 2006.

Interaction in Human Development unites theoretical essays and empirical accounts bearing directly on the nature of interactions as a principal factor and organizing feature in human mental and social development. The papers discuss all areas of interaction including genetic, environmental, life-span, interpersonal, and cultural. Ideal as a text for students and as a reference for professionals in personality, developmental, educational, and environmental psychology, psychotherapy, behavioral medicine, and language.

View the Table of Contents. Read the Introduction.

"Oscar G. Chase studies the American legal system in the manner of an anthropologist. By comparing American 'dispute ways' with those of other systems, including some commonly believed to be more 'primitive, ' he finds interesting similarities that challenge the premise that we live in a society regulated by a rational and just 'rule of law.'"
--"New York Law Journal"

"A witty and engaging endeavor. . . . A good contribution to our professional knowledge, and it is a must reading."
--"Law and Politics Book Review"

"After reading Law, Culture, and Ritual, no one could ever again think that our legal proceedings are nothing more than an efficient method of discovering truth and applying law. Oscar Chase effectively uses a comparative approach to help us to step back from our legal practices and see just how steeped in myths, rituals and traditions they are. Scholars will want to read this book for its contribution to comparative law, but everyone interested in American culture should read this book. Chase shows us that there is no separating law from culture: each informs and maintains the other. Law, Culture, and Ritual is a major step forward in the rapidly expanding field of the cultural study of law."
--Paul Kahn, author of "The Cultural Study of Law: Reconstructing Legal Scholarship"

"Having allowed ourselves to be convinced (wrongly) that we are the most litigious people in the world, Americans have become obsessed with finding (quick) cures. Oscar Chase's book sounds a salutary warning. By presenting striking comparative examples that shatter our parochialism, he forces us to examine the cultural roots ofdispute processes."
--Richard Abel, Connell Professor of Law, UCLA Law School

aLaw, Culture, and Ritual is a brave, wide-ranging book, deserving to generate discussion in a number of important directions.a
--"Civil Justice Quarterly"

Disputing systems are products of the societies in which they operate - they originate and mutate in response to disputes that are particular to specific social, cultural, and political contexts. Disputing procedures, therefore, are an important medium through which fundamental beliefs, values, and symbols of culture are communicated, preserved, and sometimes altered. In Law, Culture, and Ritual, Oscar G. Chase uses interdisciplinary scholarship to examine the cultural contexts of legal institutions, and presents several case studies to demonstrate that the processes used for resolving disputes have a cultural origin and impact.

Ranging from the dispute resolution practices of the Azande, a technologically simple, small-scale African society, to the rise of discretionary authority in civil litigation in America, Chase challenges the claims of some scholars that official dispute systems are more reflective of the interests and preferences of elite professionals than of the cultures in which they are embedded.

View the Table of Contents .nbsp; nbsp; nbsp; Read the Introduction . "Oscar G. Chase studies the American legal system in the manner of an anthropologist. By comparing American 'dispute ways' with those of other systems, including some commonly believed to be more 'primitive, ' he finds interesting similarities that challenge the premise that we live in a society regulated by a rational and just 'rule of law.'" — New York Law Journal "A witty and engaging endeavor. . . . A good contribution to our professional knowledge, and it is a must reading." — Law and Politics Book Review "After readingLaw, Culture, and Ritual, no one could ever again think that our legal proceedings are nothing more than an efficient method of discovering truth and applying law. Oscar Chase effectively uses a comparative approach to help us to step back from our legal practices and see just how steeped in myths, rituals and traditions they are. Scholars will want to read this book for its contribution to comparative law, but everyone interested in American culture should read this book. Chase shows us that there is no separating law from culture: each informs and maintains the other.Law, Culture, and Ritualis a major step forward in the rapidly expanding field of the cultural study of law." — Paul Kahn, author ofThe Cultural Study of Law: Reconstructing Legal Scholarship "Having allowed ourselves to be convinced (wrongly) that we are the most litigious people in the world, Americans have become obsessed with finding (quick) cures. Oscar Chase's book sounds a salutary warning. By presenting striking comparative examples that shatter our parochialism, he forces us to examine the cultural roots of disputeprocesses." — Richard Abel, Connell Professor of Law, UCLA Law School Disputing systems are products of the societies in which they operate - they originate and mutate in response to disputes that are particular to specific social, cultural, and political contexts. Disputing procedures, therefore, are an important medium through which fundamental beliefs, values, and symbols of culture are communicated, preserved, and sometimes altered. InLaw, Culture, and Ritual, Oscar G. Chase uses interdisciplinary scholarship to examine the cultural contexts of legal institutions, and presents several case studies to demonstrate that the processes used for resolving disputes have a cultural origin and impact. Ranging from the dispute resolution practices of the Azande, a technologically simple, small-scale African society, to the rise of discretionary authority in civil litigation in America, Chase challenges the claims of some scholars that official dispute systems are more reflective of the interests and preferences of elite professionals than of the cultures in which they are embedded.