J. Bruner生平事略稿－－哈佛篇（1945秋～1972年夏）

A Draft of Biography of J. Bruner: Harvard (Autumn 1945-Summer 1972)

本文探討Jerome S. Bruner（1915-2016）於哈佛大學任職期間（1945-1972）之學術發展，聚焦其在心理學與教育領域的轉折歷程與深遠貢獻。全文以五大主軸展開：一、心理學系組織重整與其跨領域研究的開展；二、「新觀點運動」對知覺理論的轉化；三、在認知革命中的關鍵角色；四、教育與課程改革的實踐行動；五、創設哈佛認知研究中心所開啟的跨學科典範。1946年，Bruner加入新成立的社會關係學系，提出知覺受態度、價值與動機影響的觀點，挑戰當時主流行為主義的化約論假設，並透過與Postman等人合作推動「新觀點運動」。1956年出版的《思考的研究》，進一步確立認知心理學以建構為核心的理論轉向，提出人類能「超越給定訊息」的認知能力。1960年代，Bruner轉向教育實踐，提出「心智的實踐性」、「智力的發展基礎」與「知識的生成性」三大理念，影響《教育過程》與MACOS課程設計。即便課程最終遭遇政治阻力，Bruner仍強調教育應回應社會文化脈絡。1960年與George Miller共同創設的認知研究中心，標誌心理學從行為主義邁向跨學科整合的轉折，至今仍對認知科學與教育哲學發展具有深刻啟示。

This article examines the academic development of Jerome S. Bruner (1915- 2016) during his tenure at Harvard University (1945-1972), highlighting key turning points and enduring contributions to both psychology and education. The discussion is organized around five central themes: (1) the reorganization of Harvard’s Department of Psychology and Bruner’s interdisciplinary initiatives; (2) the transformation of perceptual theory through the“New Look”movement; (3) his leadership in the cognitive revolution; (4) his practical engagement with educational and curriculum reform; and (5) the founding of the Center for Cognitive Studies, which served as a pioneering model for interdisciplinary research. In 1946, Bruner joined the newly created Department of Social Relations and collaborated with Postman and others to argue that perception is shaped by attitudes, values, and motivation-- challenging the reductionist assumptions of behaviorism. His book, A Study of Thinking established a constructivist framework for cognitive psychology, emphasizing the human capacity to“go beyond the information given.”In the 1960s, Bruner actively advanced educational reform through three core concepts: the pragmatics of mind, the developmental foundations of intelligence, and the generative nature of knowledge. These ideas informed The Process of Education and the MACOS curriculum. Although the project faced political opposition, Bruner remained committed to aligning education with broader social and cultural agendas. His legacy continues to shape contemporary cognitive science and educational thought.