The Fallacies of Jerome Bruner's Hypothesis in 'The Process of Education:' A Deweyan Perspective

This article attempts to expose the fallacies of JeromeBruner's curricular hypothesis in The Process of Education throughinvoking the ideas of John Dewey, and in so doing, questions theuncritical acceptance of Bruner's doctrines by today educators. Itexamines the underlying assumptions in the hypothesis, focusingon the untenable dualisms between the logical and thepsychological, subject matter and method. The central thesis is thatthe organization and formulation of the subject matter of the schoolcurriculum involves essential psychological and epistemologicalissues whose neglect and denial would lead to confusion in theoriesof curriculum and instruction. This thesis carries significantimplications for the making of the school curriculum