Culture et formation de l’esprit chez K. Popper et J.S. Bruner
Bruner often refers to Popper’s famous theory of “world 3” in order to underline the major role which, according to him, cultural and social environment plays in development of human mind. Bruner’s conceptions, nevertheless, are different from Popper’s. Their disagreement mainly originates in the fa...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2016-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/5564 |
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| _version_ | 1841548705326432256 |
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| author | Alain Firode |
| author_facet | Alain Firode |
| author_sort | Alain Firode |
| collection | DOAJ |
| description | Bruner often refers to Popper’s famous theory of “world 3” in order to underline the major role which, according to him, cultural and social environment plays in development of human mind. Bruner’s conceptions, nevertheless, are different from Popper’s. Their disagreement mainly originates in the fact that Bruner doesn’t share the realistic conception of symbolic world which Popper supports. In addition, the psychologist assumes a structural difference between narrative and scientific logics, which contradicts some basic principles of popperian epistemology. The result is that Popper’s and Bruner’s theories of mind show different pedagogical implications |
| format | Article |
| id | doaj-art-e4a38ab479ca496687485ce1c8e7c58d |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2016-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-e4a38ab479ca496687485ce1c8e7c58d2025-01-10T14:04:10ZfraNantes UniversitéRecherches en Éducation1954-30772016-01-012410.4000/ree.5564Culture et formation de l’esprit chez K. Popper et J.S. BrunerAlain FirodeBruner often refers to Popper’s famous theory of “world 3” in order to underline the major role which, according to him, cultural and social environment plays in development of human mind. Bruner’s conceptions, nevertheless, are different from Popper’s. Their disagreement mainly originates in the fact that Bruner doesn’t share the realistic conception of symbolic world which Popper supports. In addition, the psychologist assumes a structural difference between narrative and scientific logics, which contradicts some basic principles of popperian epistemology. The result is that Popper’s and Bruner’s theories of mind show different pedagogical implicationshttps://journals.openedition.org/ree/5564philosophy of educationpsychology and education |
| spellingShingle | Alain Firode Culture et formation de l’esprit chez K. Popper et J.S. Bruner Recherches en Éducation philosophy of education psychology and education |
| title | Culture et formation de l’esprit chez K. Popper et J.S. Bruner |
| title_full | Culture et formation de l’esprit chez K. Popper et J.S. Bruner |
| title_fullStr | Culture et formation de l’esprit chez K. Popper et J.S. Bruner |
| title_full_unstemmed | Culture et formation de l’esprit chez K. Popper et J.S. Bruner |
| title_short | Culture et formation de l’esprit chez K. Popper et J.S. Bruner |
| title_sort | culture et formation de l esprit chez k popper et j s bruner |
| topic | philosophy of education psychology and education |
| url | https://journals.openedition.org/ree/5564 |
| work_keys_str_mv | AT alainfirode cultureetformationdelespritchezkpopperetjsbruner |