In this classic argument for curriculum reform in early education, Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. He argues persuasively that curricula should he designed to foster such early intuitions and then build on them in increasingly formal and abstract ways as education progresses.
Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.
|Publisher:||Harvard University Press|
|Sold by:||Barnes & Noble|
|File size:||230 KB|
About the Author
Jerome Bruner is University Professor at New York University and the author of many books, including Acts of Meaning; On Knowing; The Process of Education; and Toward a Theory of Instruction (all published by Harvard).
Table of Contents
THE IMPORTANCE OF STRUCTURE
READINESS FOR LEARNING
INTUITIVE AND ANALYTIC THINKING
MOTIVES FOR LEARNING
AIDS TO TEACHING