Bruner's Models of Learning Minds
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BRUNER
Our purpose, rather, is to explore more general ways in which
Conventionally, the minds of learners and practices are conceived.
pedagogical methods that follow from those ways of thinking in the mind.
According to the author Bruner, he says that teachers believe their role is to transmit to
their students their knowledge, based on their own beliefs, making
that children create only what they deem appropriate, leads to a concept
General opinion on a particular concept. That students are only receivers.
Only address the needs of the students and not everything they should know,
what is necessary to learn.
In our species, children show a 'predisposition to culture'
amazingly strong. They are sensitive to the popular forms that they see in their
around and are willing to adopt them.
The teacher's task is to try to understand the concepts that the children have,
what they base their conceptions on.
The educational practices in the classrooms are based on a series of beliefs.
popular about the minds of learners, some of which may
have consciously worked in favor or unconsciously against the
child welfare.
Models of the mind and models of pedagogy
Four main models of learner minds have dominated in
our times. Each emphasizes different educational objectives. These models
not only are they conceptions of the mind that determine how we teach and
"we educate"
1. Seeing children as imitative learners: the acquisition of "knowing-"
how." When an adult demonstrates or models a successful or skilled action to a
girl, that modeling is implicitly based on the belief of the adult.
2. Seeing the children learning from the educational exhibition: The acquisition of
propositional knowledge.
3. Seeing children as thinkers: The development of an inter
subjective. The new wave of research on 'other minds' described
previously is the most recent manifestation of a more modern effort
general to recognize the girl's perspective in the learning process. The
Children, like adults, are represented as building a model of the world.
to help them build their experience.
4. Children as Knowers: The Management of 'Objective' Knowledge. A
too exclusive a concentration on beliefs and 'intentional states'
and in its negotiation in the speech runs the risk of overestimating the importance
of social exchange in the construction of knowledge.
Summary: rethinking minds, cultures, and education
The first is a dimension inside out: let’s call it the internalist dimension.
externalist. Externalist theories emphasize what adults can do for
children from the outside to stimulate learning; they make up the majority
of traditional educational psychology. Internalist theories focus on what
The boy or girl can do what they believe they are doing and how learning
it can be based on those intentional states.
The second dimension describes the level of intersubjectivity or 'understanding'
common" that is supposed to be necessary between the pedagogical theory and the subjects to whom
they refer to their theories. Let's call this the intersubjective-objectivist dimension.
Objectivist theories treat children as an entomologist might treat a
ant colony or a trainer of elephants to an elephant: it is not assumed that
subjects should see themselves in the same terms as the theorist sees them.
Internalist theories usually have an intersubjective emphasis. Such theories are
very worried about the child's internal states, but, like the native, the child
is "different". What is needed is to merge the four perspectives into some
congruent unit, recognized as parts of a common continent. It is necessary to
to tear away its narrow exclusivity from the oldest perspectives of the mind and
on how the mind can be cultivated, and the most recent perspectives have to
to modularize to recognize that, although skills and facts never exist
Out of context, they are no less important in a context.
