從認知主體到敘事心靈：J. Bruner教育理論的發展轉向及其當代教育啟示

From Cognitive Subject to Narrative Mind: The Development and Transition of J. Bruner’s Educational Theory and Its Implications in Contemporary Education

J. S. Bruner以心理學專業為基礎，長期關注教育理論與實踐，致力探究人類心靈的性質與功能，尤重心靈作為靈活運作、主動思考的認知主體。本研究採用詮釋學方法，結合文字分析與脈絡比較，深入解讀Bruner著作，旨在釐清Bruner所主張的「心智主動性」如何構成其教育理論核心，並呈現其心靈觀如何朝向語言表達與敘事理解發展，從而形構出兼具理論深度與實踐創新的教育思想。本文亦從學術系譜與實踐轉化兩層面，探討其教育思想在當代表現之傳承脈絡與實作形態，並置入當代教育情境，分析其時代意涵與理論啟示。研究發現指出，Bruner教育思想核心在於認知主體的積極性，以及語言—敘事系統於心靈建構中的關鍵作用。此理論基礎使其教育觀超越心理學應用，轉化為具人文關懷的教育哲思。本文的貢獻可概括為三點：第一，針對Bruner教育思想之歷史定位與理論轉化進行深化詮釋，呈現其從認知主體邁向敘事心靈的發展軌跡；第二，探討教育實踐中的制度張力與文化挑戰，凸顯理論介入現實的多重面向與實踐困境；第三，置於當代脈絡重新評析其意義，聚焦於教育理論的轉向發展、素養導向課程與文化回應教學等核心議題。本文同時指出若干未竟課題，包括Bruner文化觀與其他教育理論家之比較、敘事心理學的教育轉化與實作挑戰，以及其理論於非西方社會的應用展望等面向，有待後續研究深化。綜合而論，Bruner理論展現深厚的哲學基礎與實踐潛能，未來研究應持續追問教育如何成為文化再生的實踐、如何維繫學習者主體性的關懷，以及如何在技術與權力滲透的現代社會中維繫教學作為心靈交會的可能性。

With a background in psychology, Jerome S. Bruner has long been dedicated to the study of educational theory and practice and devoted his life to exploring the nature and function of the human mind, with particular emphasis on the mind as an active and flexible cognitive subject. This study employs a hermeneutic approach, combining textual analysis with contextual comparison to provide an in–depth interpretation of Bruner’s works. It aims to clarify how Bruner’s concept of“mental agency”forms the core of his educational theory and present how his view of the mind evolved toward language expression and narrative understanding, thereby shaping an educational philosophy with both theoretical depth and practical innovation. From the dual perspectives of academic lineage and pedagogical transformation, this study further explores the transmission of Bruner’s ideas and their concrete manifestations in contemporary educational contexts to assess their contemporary significance and theoretical implications. The findings highlight that the centrality of Bruner’s educational philosophy in the active role of the cognitive subject, and the crucial role of the language-narrative system in the construction of the mind. These insights enable his educational theory to move beyond psychological applications to form a philosophy of education grounded in humanistic concern. The contributions of this study are threefold. First, it offers an in-depth interpretation of Bruner's theoretical transformation from cognitive subject to narrative mind. Second, it examines institutional tensions and cultural challenges in educational practice, revealing the complexities of theoretical intervention. Third, it reassesses Bruner's significance within contemporary contexts, addressing paradigmatic shifts in educational theory, competency-oriented curriculum, and culturally responsive teaching. The study identifies unresolved issues warranting further research: comparative analyses with other theorists, challenges in translating narrative psychology into practice, and prospects for non-Western applications. In conclusion, Bruner's theory demonstrates profound philosophical depth and practical potential. Future research should interrogate how education can embody cultural renewal, sustain attention to learner subjectivity, and preserve teaching as a meeting of minds amid technology and power.