Advertisement

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

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

Abstract

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.

Keywords

Identity Education Language acquisition Educational influence devices Cultural psychology 

References

  1. Bruner, J. S. (1987). Actual minds, possible worlds. Cambridge: Harvard University Press.Google Scholar
  2. Bruner, J. S. (1996). The culture of education. Cambridge: Harvard University Press.Google Scholar
  3. Bruner, J. S. (1997). Fundamentals of human caregiving: The early beginnings. Discurs d’Investidura d’Hoctor Honoris Causa de la UdG. Girona: Universitat de Girona. https://www.udg.edu/Portals/9/Publicacions/Llibre_hc1197_BRUNER.pdf
  4. Bruner, J. S. (1985). La parla dels infants. Com s’aprèn a fer servir el llenguatge. Vic: Eumo.Google Scholar
  5. Bruner, J. S. (2003). Making stories: Law, literature, life. Cambridge: Harvard University Press.Google Scholar
  6. Bruner, J. S. (2005). La construcció narrativa de la identitat en temps de crisis. Entrevista de Moisès Esteban-Guitart a Jerome Bruner. FEP.net, 1, 12–14. http://dugi-doc.udg.edu/bitstream/handle/10256/110/Entrevista_Jerome%20S%20Bruner.pdf?sequence=1
  7. Bruner, J. S. (2006). In search of pedagogy. Selected works of Jerome Bruner. New York: Routledge.Google Scholar
  8. Coll, C. (1997). Aprendizaje escolar y construccion del conocimiento. Barcelona: Paidos.Google Scholar
  9. Coll, C., Colomina, R. Onrubia, J., & Rochera, M. J. (1992). Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa”. Infancia y Aprendizaje, 59/60, 189–232.Google Scholar
  10. Coll, C., Onrubia, J., & Mauri, T. (2008). Ayudar a aprender en contextos educativos> el ejercicio de la influencia educativa y el análisis de la enseñanza. Revista de Educación, 246, 33–70.Google Scholar
  11. Elboj, C., & Niemelä, R. (2010). Sub-comunities of mutual learners in the classroom: the case of interactive groups. Revista de Psicodidáctica, 15, 177–189.Google Scholar
  12. Esteban-Guitart, M. (2009). Las ideas pedagógicas de Bruner. De la revolución cognitiva a la revolución cultural. Educere, 13, 235–241.Google Scholar
  13. Esteban-Guitart, M. (2012a). Towards a multimethodological approach to identification of funds of identity, small stories and master narratives. Narrative Inquiry, 22, 173–180.CrossRefGoogle Scholar
  14. Esteban-Guitart, M. (2012b). Del Homo Intellectualis al Homo Educandus. La hipótesis de la Inteligencia Cultural y la Intencionalidad Compartida. Boletín de Psicología, 105, 23–42.Google Scholar
  15. Esteban-Guitart, M. (2016). Funds of identity. Connecting meaningful learning experiences in and out of school. New York: Cambridge University Press.Google Scholar
  16. Esteban-Guitart, M., Nadal, J. M., & Vila, I. (2007). El Papel de la lengua en la construcción de la identidad: un estudio cualitativo con una muestra multicultural. Glossa. An Ambilingual Interdisciplinary Journal, 2, 23–53.Google Scholar
  17. Esteban-Guitart, M., Nadal, J. M., & Vila, I. (2008). La construcción de la identidad a través del conflicto y la ventrilocuación. Glossa. An Ambilingual Interdisciplinary Journal, 4, 130–145.Google Scholar
  18. Esteban-Guitart, M., Nadal, J. M., & Vila, I. (2010). La construcción narrativa de la identidad en un contexto educativo intercultural. Límite. Revista de Filosofía y Psicología, 5, 77–94.Google Scholar
  19. González-Patiño, J., & Esteban-Guitart, M. (2014). Some of the challenges and experiences of formal education in a mobile-centric society (MCS). Digital Education Review, 25, 64–86.Google Scholar
  20. Lázaro, L., & Esteban-Guitart, M. (2014). Acts of shared intentionality. In search of uniquely human thinking. Ethos, 42, 10–13.CrossRefGoogle Scholar
  21. Perinat, A. (1986). La comunicación preverbal. Barcelona: AVESTA.Google Scholar
  22. Subero, D., Vila, I., & Esteban-Guitart, M. (2015). Some contemporary forms of the funds of knowledge approach. Developing culturally responsive pedagogy for social justice. International Journal of Educational Psychology, 4, 33–53.Google Scholar
  23. Tomasello, M. (2014). A natural history of human thinking. Cambridge: Harvard University Press.CrossRefGoogle Scholar
  24. Vila, I. (1983). Del gesto a la palabra. In J. Palacios, M. Carretero, & A. Marchesi (Eds.), Psicología evolutiva. Madrid: Alianza Universidad.Google Scholar
  25. Vila, I., & Muñoz, C. (1985). Es mío no: no es tuyo. Emergence and use of first and second reference in Spanish. Some observational data. In P. Fletcher & M. Garman (Eds.), Child language seminar. Papers 1985. Reading: University of Reading.Google Scholar
  26. Vila, I., Cortés, M., & Zanón, J. (1987). Baby-talk y designaciones infantiles en el contexto de lectura de libros. Anuario de Psicología, 36–37, 89–105.Google Scholar
  27. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Pres.Google Scholar
  28. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 80–100.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

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

Personalised recommendations