{"id":960,"date":"2022-11-02T22:15:00","date_gmt":"2022-11-02T20:15:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/jerome-bruners-theory-of-discovery-learning-representation\/"},"modified":"2024-03-25T10:33:02","modified_gmt":"2024-03-25T08:33:02","slug":"jerome-bruners-theory-of-discovery-learning-representation","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/","title":{"rendered":"JEROME BRUNER&#8217;S THEORY OF DISCOVERY LEARNING &#038; REPRESENTATION"},"content":{"rendered":"\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">This <\/span><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">article<\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\"> explores Jerome Bruner&#8217;s theory of <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>, his three modes of representation, and his beliefs on learning, language, and discovery. It will also compare Bruner&#8217;s views of learning with <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/jean-piagets-theory-of-cognitive.html\" target=\"_blank\" rel=\"noopener\">Jean Piaget<\/a>\u2019s and <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/lev-vygotskys-sociocultural-theory-to.html\" target=\"_blank\" rel=\"noopener\">Lev Vygotsky\u2019s views<\/a>.<\/span><\/p>\n\n\n\n<p class=\"\">&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/creativesavantz.com\/wp-content\/uploads\/2019\/11\/Bruner-Learning-Theories.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/creativesavantz.com\/wp-content\/uploads\/2019\/11\/Bruner-Learning-Theories.jpg?ssl=1\" alt=\"JEROME BRUNER'S THEORY OF DISCOVERY LEARNING &amp; REPRESENTATION\" title=\"JEROME BRUNER'S THEORY OF DISCOVERY LEARNING &amp; REPRESENTATION\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69db9c277def1\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69db9c277def1\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#JEROME_BRUNER_AND_EDUCATION\" >JEROME BRUNER AND EDUCATION<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#_BRUNERS_THREE_STAGES_OF_REPRESENTATION\" >&nbsp;BRUNER\u2019S THREE STAGES OF REPRESENTATION<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#1_Enactive_stage\" >1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Enactive stage<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#2_Iconic_stage\" >2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Iconic stage<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#3_Symbolic_stage\" >3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Symbolic stage<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#DISCOVERY_LEARNING\" >DISCOVERY LEARNING<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#THE_IMPORTANCE_OF_LANGUAGE\" >THE IMPORTANCE OF LANGUAGE<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#EDUCATIONAL_IMPLICATIONS_OF_BRUNERS_THEORY\" >EDUCATIONAL IMPLICATIONS OF BRUNER\u2019S THEORY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#BRUNER_VS_PIAGET\" >BRUNER VS. PIAGET<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#BRUNER_AND_VYGOTSKY\" >BRUNER AND VYGOTSKY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/support.centreforelites.com\/ru\/jerome-bruners-theory-of-discovery-learning-representation\/#References\" >References<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"JEROME_BRUNER_AND_EDUCATION\"><\/span><b><span style=\"mso-ansi-language: EN-GB;\">JEROME BRUNER AND EDUCATION<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Cognitive psychologist Jerome Bruner felt the goal of education should be intellectual <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>, as opposed to the rote memorization of facts. Bruner held the following beliefs regarding learning and education:<\/span><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">He believed curriculum should foster the <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> of problem-solving skills through the processes of inquiry and discovery.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">He believed that subject matter should be represented in terms of the child&#8217;s way of viewing the world.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">That curriculum should be designed so that the mastery of skills leads to the mastery of still more powerful ones.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">He also advocated teaching by organizing concepts and learning by discovery.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Finally, he believed culture should shape notions through which people organize their views of themselves and others and the world in which they live.<\/span><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_BRUNERS_THREE_STAGES_OF_REPRESENTATION\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7pt 'Times New Roman';\">&nbsp;<\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">BRUNER\u2019S THREE STAGES OF REPRESENTATION<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Modes of representation are the way in which information or knowledge are stored and encoded in memory.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Rather than neat age related stages, the modes of representation are integrated and only loosely sequential as they &#8220;translate&#8221; into each other. The aim of education, according to Bruner, should be to create autonomous learners (i.e., learning to learn). In his research on the cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> of children (1966), Jer\u00f4me Bruner proposed three modes of representation:<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"1_Enactive_stage\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Enactive stage<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">This is the first stage which appears first between 0 and 1 year of child\u2019s life. It involves encoding action based information and storing it in our memory. For instance, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle. For example, a baby shakes a rattle and hears a noise.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">The baby has directly manipulated the rattle and the outcome was a pleasurable sound. In the future, the baby may shake his hand, even if there is no rattle, expecting his hand to produce the rattling sounds. The baby does not have an internal representation of the rattle and, therefore, does not understand that it needs the rattle in order to produce the sound.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">The child represents past events through motor responses, i.e. an infant will \u201cshake a rattle\u201d which has just been removed or dropped, as if the movements themselves are expected to produce the accustomed sound. And this is not just limited to children.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Many adults can perform a variety of motor tasks (typing, sewing a shirt, operating a lawn mower) that they would find difficult to describe in iconic (picture) or symbolic (word) form.<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"2_Iconic_stage\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Iconic stage<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">This is the second stage developing in the first year of life and last up to 6 years. In this representational stage, information is stored visually in the form of images (a mental picture in the mind\u2019s eye). <\/span><span style=\"mso-ansi-language: EN-GB;\">This stage involves an internal representation of external objects visually in the form of a mental image or icon.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">For example, a child drawing an image of a tree or thinking of an image of a tree would be representative of this stage.<\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">For some, this is conscious; others say they do not experience it. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information.<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"3_Symbolic_stage\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Symbolic stage<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">This develops last, from the <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">age of seven<\/i><\/b> and goes on through entire life. This is where information is stored in the form of a code or symbol, such as language. This is the most adaptable form of representation, for actions and images have a fixed relation to that which they represent. Dog is a symbolic representation of a single class.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Symbols are flexible in that they can be manipulated, ordered, classified etc., so the user is not constrained by actions or images. In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Bruner believed that all learning occurs through the stages we just discussed. Bruner also believed that learning should begin with the direct manipulation of objects. For example, in math education, Bruner promoted the use of algebra tiles, coins, and other items that could be manipulated.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">After a learner has the opportunity to directly manipulate the objects, they should be encouraged to construct visual representations, such as drawing a shape or a diagram.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Finally, a learner understands the symbols associated with what they represent. For example, a student in math understands that the plus sign ( + ) means to add two numbers together and the minus sign ( &#8211; ) means to subtract.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"DISCOVERY_LEARNING\"><\/span><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">DISCOVERY LEARNING<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">The concept of <b>discovery learning<\/b> implies that a learner constructs his or her own knowledge for themselves by discovering as opposed to being told about something.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">According to Bruner, the teacher should facilitate the learning process by developing lessons that provide the learner with information they need without organising it for them. This idea of discovery learning is often referred to as <b>constructivism<\/b>, which emphasises the active role of the learner in building understanding and making sense of information.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"THE_IMPORTANCE_OF_LANGUAGE\"><\/span><span style=\"mso-bookmark: language;\"><span style=\"mso-bookmark: education;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">THE IMPORTANCE OF LANGUAGE<\/span><\/b><\/span><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><a name=\"education\"><\/a><\/h3>\n\n\n\n<p class=\"\"><span style=\"mso-bookmark: education;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Language is important for the increased ability to deal with abstract concepts. Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition.<\/span><\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-bookmark: education;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">The use of words can aid the <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> of the concepts they represent and can remove the constraints of the <i style=\"mso-bidi-font-style: normal;\">\u201chere and now\u201d<\/i>concept. Basically, he sees the infant as an intelligent and active problem solver from birth, with intellectual abilities basically similar to those of the mature adult.<\/span><\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"EDUCATIONAL_IMPLICATIONS_OF_BRUNERS_THEORY\"><\/span><span style=\"mso-bookmark: education;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">EDUCATIONAL IMPLICATIONS<\/span><\/b><\/span><span style=\"mso-bookmark: education;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> OF BRUNER\u2019S THEORY<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">In the views of Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a child&#8217;s thinking and problem-solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">The main premise of Bruner&#8217;s text, <i style=\"mso-bidi-font-style: normal;\">The Process of Education, which&nbsp;<\/i>was published<i style=\"mso-bidi-font-style: normal;\"> <\/i>In 1960. was that students are active learners who construct their own knowledge. He opposed Piaget&#8217;s notion of readiness by arguing that schools waste time trying to match the complexity of subject material to a child&#8217;s cognitive stage of <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>. This was meant to say that students are held back by teachers as certain topics are deemed too difficult to understand and must be taught when the teacher believes the child has reached the appropriate state of cognitive maturity.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner (1960) adopts a different view and believes a child (of any age) is capable of understanding complex information: <i style=\"mso-bidi-font-style: normal;\">\u201cWe begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development\u201d<\/i> (p. 33). He further explained how this was possible through the concept of the <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">spiral curriculum<\/i><\/b>.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">This involved information being structured so that complex ideas can be taught at a simplified level first, and then re-visited at more complex levels later on. Therefore, subjects would be taught at levels of gradually increasing difficultly (hence <i style=\"mso-bidi-font-style: normal;\">the spiral analogy<\/i>). Ideally, teaching his way should lead to children being able to solve problems by themselves.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner (1961) proposes that learners\u2019 construct their own knowledge and do this by organising and categorising information using a coding system. Bruner believed that the most effective way to develop a coding system is to discover it rather than being told it by the teacher. The concept of <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">discovery learning<\/i><\/b> implies that students construct their own knowledge for themselves (also known as a <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">constructivist approach<\/i><\/b>).<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">The role of the teacher should not be to teach information by <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">rote learning<\/i><\/b>, but instead to facilitate the learning process. This means that a good teacher will design lessons that help student discover the relationship between bits of information. To do this a teacher must give students the information they need, but without organising for them. The use of the spiral curriculum can aid the process of discovery learning.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;\">In order for the Bruner\u2019s recommended approach to be possible, the following must be taken care of:<\/span><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Teachers need to be aware of the developmental state of each of the children in their care, and should provide scaffolding that is appropriate, mainly when dealing with more complex items requiring more support.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"mso-ansi-language: EN-GB;\">To assure the process is made possible, teachers can improvise and provide scaffolding through other support, including the use of other adults such as teaching assistants (para-educators) parent helpers, or more knowledgeable other children within the classroom.<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"mso-ansi-language: EN-GB;\">As children gain in confidence and competence in a particular area, teachers might place them in groups to extend each other\u2019s learning further. It is also important that teachers recognise when a child is at the point where they begin to learn independently, and decisions can be made to set them free from the scaffolding.<\/span><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"BRUNER_VS_PIAGET\"><\/span><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">BRUNER VS. PIAGET<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Bruner was not the only cognitive psychologist with ideas about learning. Jean Piaget and Bruner held common beliefs about learning, but disagreed on several points.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Bruner and Piaget agreed that children are born ready to learn. They both thought that children have a natural curiosity. They also both agreed that children are active learners and that cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> entails the use of symbols.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Nevertheless, Bruner disagreed with Piaget on the following:<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner&#8217;s constructivist theory suggests it is effective when faced with new material to follow a progression from enactive through iconic to symbolic representation; this holds true even for adult learners. A true instructional designer, Bruner&#8217;s work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organised appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner states that what determines the level of intellectual <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> is the extent to which the child has been given appropriate instruction together with practice or experience. So &#8211; the right way of presentation and the right explanation will enable a child to grasp a concept usually only understood by an adult. The points of comparison between Piaget and Bruner in terms of cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>, can be summarised in the following table.<\/span><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 8.0pt 0cm; mso-add-space: auto; mso-pagination: none; text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-language: EN-US; mso-fareast-font-family: 'Arial Unicode MS';\">Bruner agrees with Piaget<\/span><\/i><\/b><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 0cm; mso-add-space: auto; mso-pagination: none; text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-language: EN-US; mso-fareast-font-family: 'Arial Unicode MS';\">Bruner disagrees with Piaget<\/span><\/i><\/b><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l4 level1 lfo6; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Children are <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">pre-adapted <\/i><\/b>to learning<\/span><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"><a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">Development<\/a> is a <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">continuous process<\/i><\/b> , not a series of stages<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l4 level1 lfo6; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Children have a <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">natural curiosity<\/i><\/b><\/span><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> of <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">language<\/i><\/b> is a cause not a consequence of cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a><\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l4 level1 lfo6; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Children\u2019s <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">cognitive structures<\/i><\/b> develop over time<\/span><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">You can <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">speed-up<\/i><\/b> cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>. You don\u2019t have to wait for the child to be ready<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l4 level1 lfo6; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">4.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Children are <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">active<\/i><\/b> participants in the learning process<\/span><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">4.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The involvement of <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">adults<\/i><\/b> and <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">more knowledgeable peers<\/i><\/b> makes a big difference<\/span><\/p>\n<\/td><\/tr><tr><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l4 level1 lfo6; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">5.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Cognitive <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a> entails the acquisition of <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">symbols<\/i><\/b><\/span><\/p>\n<\/td><td>\n<p style=\"line-height: 150%; margin: 12.0pt 0cm 0cm 18.0pt; mso-add-space: auto; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18pt;\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">5.<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Symbolic thought does <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">not replace earlier modes of representation<\/i><\/b><\/span><\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"\"><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Table 6.1: Bruner and Piaget compared<\/span><\/i><\/b><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"BRUNER_AND_VYGOTSKY\"><\/span><span style=\"mso-bookmark: vygotsky;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">BRUNER AND VYGOTSKY<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><a name=\"vygotsky\"><\/a><\/h3>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Both Bruner and Vygotsky emphasise a child&#8217;s environment, especially the social environment, more than Piaget did. Both agree that adults should play an active role in assisting the child&#8217;s learning.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, like Vygotsky, emphasised the social nature of learning, citing that other people should help a child develop skills through the process of scaffolding. <\/span><span style=\"mso-ansi-language: EN-GB;\">Bruner\u2019s theory of scaffolding emerged around 1976 as a part of social constructivist theory, and was particularly influenced by the work of Russian psychologist Lev Vygotsky. Vygotsky argued that we learn best in a social environment, where we construct meaning through interaction with others. His <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">Zone of Proximal <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">Development<\/a><\/i><\/b> theory, where we can learn more in the presence of a knowledgeable other person, became the template for Bruner\u2019s model. <\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">The concept of scaffolding is very similar to Vygotsky&#8217;s notion of the zone of proximal <a href=\"https:\/\/support.centreforelites.com\/ru\/definition-of-growth-and-development\/\">development<\/a>, and it is not uncommon for the terms to be used interchangeably. Scaffolding involves helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal. Scaffolding, in his words, \u201cconsists of the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill s\/he is in the process of acquiring\u201d (Bruner, 1978, p. 19).<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"mso-ansi-language: EN-GB;\">Bruner believed that when children start to learn new concepts, they need help from teachers and other adults in the form of active support. To begin with, they are dependent on their adult support, but as they become more independent in their thinking and acquire new skills and knowledge, the support can be gradually faded. This form of structured interaction between the child and the adult is reminiscent of the scaffolding that supports the construction of a building. It is gradually dismantled as the work is completed. According to Bruner\u2019s theory scaffolding can be applied across all sectors, for all ages and for all topics of learning.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"References\"><\/span><b><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">References<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1957).&nbsp;Going beyond the information given.&nbsp;New York: Norton.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1960).&nbsp;The Process of education.&nbsp;Cambridge, Mass.: Harvard University Press.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1961). The act of discovery.&nbsp;Harvard Educational Review, 31, 21-32.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1966).&nbsp;Toward a theory of instruction, Cambridge, Mass.: Belkapp Press.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1973).&nbsp;The relevance of education. New York: Norton.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bruner, J. S. (1978). The role of dialogue in <a href=\"https:\/\/support.centreforelites.com\/ru\/structure-and-theories-of-language-development\/\">language acquisition<\/a>. In A. Sinclair, R., J. Jarvelle, and W. J.M. Levelt (eds.)&nbsp;The Child&#8217;s Concept of Language.&nbsp;New York: Springer-Verlag.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-GB;\">Wood, D. J., Bruner, J. S., &amp; Ross, G. (1976). The role of tutoring in problem-solving.&nbsp;Journal of Child Psychiatry and Psychology, 17(2), 89-100.&nbsp;<\/span><span style=\"background-color: white; color: #767676; font-family: 'Open Sans', icomoon, sans-serif; font-size: 14px; text-align: left;\">&nbsp;<\/span><a style=\"box-sizing: border-box; color: #005274; cursor: pointer; font-family: 'Open Sans', icomoon, sans-serif; font-size: 14px; font-weight: 600; outline: 0px; overflow-wrap: break-word; text-align: left; text-decoration-line: none;\" href=\"https:\/\/doi.org\/10.1111\/j.1469-7610.1976.tb00381.x\" aria-label=\"Digital Object Identifier\">https:\/\/doi.org\/10.1111\/j.1469-7610.1976.tb00381.x<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This article explores Jerome Bruner&#8217;s theory of development, his three modes of representation, and his beliefs on learning, language, and discovery.<\/p>","protected":false},"author":1,"featured_media":1843,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center 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Humanistic Theory of Learning","author":"centreforelites","date":"15 \u0430\u043f\u0440\u0435\u043b\u044f, 2022","format":false,"excerpt":"INTRODUCTION TO THE THEORY Humanistic theory\u00a0is a principle based on the appreciation of other human beings, unconditionally, for their self-fulfilment in life.\u00a0Humanistic learning theory which came to effect after the behaviourist and the psychoanalysis theories. 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