Bruner’s Narrative Turn: The Impact of Cultural Psychology in Catalonia

  • Moisès Esteban-GuitartEmail author
Part of the Cultural Psychology of Education book series (CPED, volume 2)


I have had, on a previous occasion, the opportunity to write about two crucial moments of intellectual transition; two turning points in the humanities and social sciences, both of which involved the same protagonist, Jerome Bruner; I refer to his ideas on the cognitive revolution and the cultural revolution (Esteban-Guitart 2009). On this occasion, I would like to begin by describing when I first crossed paths with Jerome and to explain briefly the important ideas of his that have had the greatest impact on Girona, Catalonia, Spain (my own professional environment) which has so often welcomed the author that unites us in this book, whether on visits to his great friend José Luis Linaza, or at more formal events such as his investiture as Doctor Honoris Causa at my university almost 20 years ago. I want to illustrate the influence of Bruner in the development of cultural psychology in Catalonia through three examples. First, the study and analysis of the psychosocial mechanisms involved in the narrative construction of identity, which was the subject of my doctoral thesis; second, the developments in language acquisition and development involving the works of Ignasi Vila; and finally, Bruner’s influence on education, both in the analysis of the mechanisms of educational influence led by César Coll, and in specific educational experiences such as in the case of the school “La Amistat” in Figueres.


Identity Education Language acquisition Educational influence devices Cultural psychology 


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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Universitat de GironaFacultat d’Educació i PsicologiaGironaSpain

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