Jerome Bruner is the vanguard of "the cognitive revolution" in psychology and the predominant spokesman for the role of culture and education in the making of the modern mind. In this text Olson encourages the reader to think about children as Bruner did, not as bundles of traits and dispositions to be diagnosed and remediated, but as thoughtful, keenly interested, agentive persons who are willing and indeed able to play an important role in their own learning and development. Through the unique approach of combining commentary and conversation with Bruner, the author provides an insight into what it is like to engage with one of the intellectual masters of our time and highlights the relevance and importance of his contribution to educational thinking today.

David R. Olson is Professor Emeritus of the Ontario Institute for Studies in Education, University of Toronto, Canada.

Series Editor's Preface
Foreword
Preface

Part I: Intellectual Biography
1. The Making of St. Jerome

Part II: Critical Exposition of Bruner's Work
2. Bruner's Psychology and the Cognitive Revolution
3. Bruner's 'Fresh Look' at Education
4. From Educational Theory to Educational Practice
5. From Practice back to Educational Theory

Part III: The Reception of Bruner's Work
6. The Intellectual Uptake: The Debate About Education and Human Development
7. Institutional Uptake: Bruner's Theory and Educational Reform

Part IV: The Relevance of Bruner's Theory to the Ongoing Educational Debates
8. Appraisals: The Bruner Legacy
9. Brunerian Perspectives on the Way Forward: An Anthropology of Schooling
10. Brunerian Perspectives on the Way Forward: A Cognitive Theory of Pedagogy

Part V: Excerpts from an Interview with Jerome Bruner, 8 February 2005

Bibliography
Index