Titlebook: Jerome S. Bruner beyond 100; Cultivating Possibil Giuseppina Marsico Book 2015 Springer International Publishing Switzerland 2015 Jerome Br

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Narrating Possibilityened during times of public crisis and developed in certain kinds of narrating contexts. Consistent with the theme of this book, “cultivating possibilities,” I argue that research with narrative should occur in the context of practices to support developmental uses of narrating so it can be a tool f

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Jerome Bruner at the Helm: Charting a New Course in Cultural Psychology Through Narratived to contemporary issues in educational policy. In this chapter, the authors discuss the influence of self-narrative as defined by Bruner in their own research, specifically to better understand the use of storytelling by practitioners to construct their own identities as participants in teacher eva

Agility

2364-6780 ty, purpose, possibilities, and wonderment. Combining international and interdisciplinary perspectives, this volume tells the tale of Jerome Bruner’s academic life and beyond.978-3-319-79806-6978-3-319-25536-1Series ISSN 2364-6780 Series E-ISSN 2364-6799

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ormal mentality through training by moron nursemaids in an institution for the feebleminded (referring to the work of Skeels and Dye, 1939, to which we shall return). The fact that just such a use of preschool experience is now being seriously planned by sensible people with widespread approval mean

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tes offered a very anti-Darwinian approach to epistemology. According to Darwinian epistemologist, however, scientific knowledge is fallible and confined to understanding the information we get from observation and experiments. It is argued that precisely such a Darwinian and pragmatic approach to k

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Giuseppina Marsicotes offered a very anti-Darwinian approach to epistemology. According to Darwinian epistemologist, however, scientific knowledge is fallible and confined to understanding the information we get from observation and experiments. It is argued that precisely such a Darwinian and pragmatic approach to k

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Luca Tateonson’s nature-poetry could be.) Dickinson’s permutations and combinations of time and space, of plants and animals illustrate her experience of faith, as well as her faith in experience. The “World” of phenomena, I argue, is “necessary … to school [Dickinson’s] Intelligence and make it a soul” (Keat

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Rom Harréocusing solely on the focal firm’s experience; and (4) the exploration of qualitative traits of experience and learning, that is, experience depreciation, heterogeneity, codification, and the interaction mechanisms between experience and performance feedback.

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