Jerome Bruner

Jerome Bruner, 1972

Jerome Bruner (b. 1915) is an American cognitive scientist whose thought has widely impacted teaching. He is considered to be a leading proponent of the discovery approach in mathematical education, and is perhaps the best known and most influential psychologist of the 20th century. Bruner received his undergraduate degree from Duke University, and completed his Ph.D. at Harvard.

Bruner’s early work explored the nature of intellectual growth and its relation to theories of learning and pedagogy. His approach relied heavily on concepts of the symbolic tools of language, number, and logic, and asserts that cognitive science provides a more accurate account of the actual processes that people use in mathematics, thereby offering potential to increase learning efficiency. Bruno currently holds the position of University Professor at the New York University School of Law, where he lectures about the intersection of law and culture and the psychology and design of legal institutions.


“The Nature and Uses of Immaturity.” April 6, 1972. Kresge Auditorium.
“The Primate Evolution of Educatability.” April 7, 1972. Kresge Auditorium.


“Models, Tutors and Human Pedagogy.” April 8, 1972.