Jerry Bruner: The Oxford’s Years and Beyond

  • José Luis LinazaEmail author
Part of the Cultural Psychology of Education book series (CPED, volume 2)


These brief notes about Jerry Bruner range over a period of many years, from our first meeting when I was a doctoral student in his research group at the University of Oxford, to his most recent visits to Spain and Portugal. They illustrate some of the points that, in my view, represent his most important contributions to psychology and education. They include both autobiographical memories and an expression of my deep appreciation of his work. Over forty years of teaching and friendship the boundaries between his thinking and mine have sometimes become erased. I mention his relationship to, and parallelism with, two other giants of developmental psychology and education: Piaget and Vygotsky. I conclude with his recent reflection on education and the relationship between children’s play and epistemology.


Immaturity Development Culture Education Piaget Play 


  1. Amsterdam, A. G., & Bruner, J. (2000). Minding the law. Cambridge, Mass: Harvard University Press.Google Scholar
  2. Boakes, R. A. (1984). From darwin to behaviourism: Psychology and the minds of animals. Cambridge, Mass: Harvard University Press.Google Scholar
  3. Bruner, J. S. (1960). The process of education. Cambridge, Mass: Harvard University Press (Trad.cast. El proceso de la educación (1963), México: Uthea).Google Scholar
  4. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass: Harvard University Press.Google Scholar
  5. Bruner, J. S. (1971). The relevance of education. New York: Norton (Trad.cast. La importancia de la educación (1987), Barcelona: Paidós).Google Scholar
  6. Bruner, J. S. (1972). Nature and uses of immaturity. Psychological Review, 27(8), 1–22 (Trad.cast. de I.Enesco en Jerome Bruner: Acción, Pensamiento y Lenguaje (comp. de J.L. Linaza), Madrid: Alianza Psicología (1984)).Google Scholar
  7. Bruner, J. S. (1973). In J. M., Anglin (Ed.), Beyond the information given: Studies in the psychology of knowing. New York: Norton.Google Scholar
  8. Bruner, J. S. (1980). Under five in Britain. Londres: Grant McIntyre.Google Scholar
  9. Bruner, J. S. (1983a). In search of mind: Essays in autobiography. New York: Harper and Row (Trad.cast. En busca de la mente (198), Barcelona: Paidós).Google Scholar
  10. Bruner, J. S. (1983b). Child’s talk: Learning to use language. New York: Norton (Trad.catalana de I.Vila La parla del nens, Barcelona: Vic.Eumo. Trad.cast. El habla del niño (1986), Barcelona: Paidós).Google Scholar
  11. Bruner, J. S. (1990). Acts of meaning. Cambridge, Mass: Harvard University Press (Trad.cast. de J.C.Gómez y J.L.Linaza Actos de significado (1994), Madrid: Alianza Minor).Google Scholar
  12. Bruner, J. S. (1996). The culture of education. Cambridge, Mass: Harvard University Press (Trad.cast. de Félix Díaz, La educación puerta de la cultura (1997), Madrid:Visor).Google Scholar
  13. Bruner, J. S. (2012). What psychology should study. International Journal of Educational Psychology, 1(1), 5–13.Google Scholar
  14. Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in cognitive growth. New York: Wiley (Trad.cast. de A.Maldonado Investigaciones sobre el desarrollo cognitivo (1980), Madrid: Ed.Pablo del Río).Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Departamento de Psicología Evolutiva y de la EducaciónUniversidad Autónoma de MadridMadridSpain

Personalised recommendations