[목 차]
역자 서문 / 3
집필진 소개 / 7
감사의 말 / 11
서론 브루너가 개척한 길 ·································································17
David Bakhurst and Stuart G. Shanker
철학과 심리학 ················································································22
심리학자이자 철학자로서 브루너 ······················································30
화해인가 (반)-혁명인가? ·································································38
브루너의 사고 양식과 본질 ······························································42
결론: 브루너는 실용주의자의 길을 걸었다 ·········································46
제1장 불균형의 기울어진 행동: 제롬 브루너의 문화심리학 ··················51
Clifford Geertz
인지 혁명의 재고 ···········································································51
마음에 초점을 맞춰라 ·····································································55
문화심리학 구성하기 ······································································60
다름과 차이를 찾아 나서기 ·····························································64
제2장 브루너의 언어 습득 이론 ·······················································75
Michael Tomasello
미성숙의 성격과 사용 ·····································································77
아동이 말하는 행위: 언어사용 학습하기 ············································80
단어학습에 관한 후속 연구 ·····························································85
문법 능력의 습득 ···········································································88
문법과 그 습득에 대한 새로운 관점 ·················································93
결론 ·····························································································99
제3장 Bruner가 지은 집 ·······························································109
Stuart G. Shanker와 Talbot J. Taylor
비계 제거하기 ··············································································109
말하기 위해 태어나다 ····································································113
구조적 불협화음 ···········································································118
언어문화적 발달 ···········································································125
결론: 아이가 지은 집 ····································································135
제4장 말하는 방법의 학습에 관한 Bruner와 Condillac의 연구 ···········147
Talbot J. Taylor
언어 사용의 발생적 기원: 유전자와 문화 사이의 매개 ·······················151
깨달음: 언어학적 계통 발생 ···························································154
역량의 발아 ·················································································159
Burner 이론에 대한 평가: 크립톤 팩터(Krypton Factor) ··················166
언어의 기원(재반복) ······································································173
제5장 유아기에서의 감정, 화용론 그리고 사회적 이해 ·······················181
Judy Dunn and Jane R. Brown
감정적 맥락의 중요성 ····································································184
내면 상태에 대한 담론 ··································································186
속이려는 시도 ··············································································189
초기 내러티브 ··············································································190
감정의 중요성에서 나타나는 발달적 변화 ·········································192
사회적 파트너의 중요성 ·································································194
결론 ····························································································199
제6장 교육: 문화에서 마음으로 이어지는 다리 ··································209
David R. Olson
내재주의와 외재주의 ······································································213
개념 구성하기 ···············································································219
제7장 수업의 문화생태학을 향하여 ··················································235
Edward S. Reed
Bruner의 삼원이론 ········································································237
학습의 생태학 ···············································································240
무언가가 존재하거나 작동하는 맥락의 환경 속의 자아 ·······················244
가능하게 하는 문화를 지향하여 ·······················································247
Bruner의 유산 ··············································································251
Gardner가 성찰하는 단상: 교육자로서 제롬 브루너 ···························257
Howard Gardner
Reed의 Bruner 교육론 비판 ···························································263
David Bakhurst
제8장 유아기와 역량(능력)의 탄생: 브루너와 비교 발달 조사 연구 ······275
Duane Rumbaugh, Michael Beran and Christopher Elder
비교 관점에서 발달의 요소들 ··························································277
언어습득과 유인원의 도구 사용 ·······················································282
미성숙과 발현 행동 ········································································288
결론 ·····························································································291
제9장 삶에서의 규범: 규칙 표상에 관한 문제 ····································301
Rom Harré
제1차 인지 혁명: 이론, 모델, 그리고 유형 위계 ·································303
두 번째 인지 혁명을 향하여: 예비적 고려 ·········································308
GOFAI의 문제 ···············································································318
결론 ·····························································································328
제10장 심리학의 제3의 혁명을 향하여: 내적 정신 표상에서 대화로 구조화되는 사회적 실제로 ·············337
John Shotter
움직이는 의미: 경계 넘나들기 ·························································340
대화적 만남에서의 의미 이동 ··························································345
대화체를 묘사하기(설명하기?) - 여기에서 어려운 것은 멈추는 것 ········352
결론 ·····························································································361
제11장 기억, 아이덴티티, 그리고 문화심리학의 미래 ··························371
David Bakhurst
사회적 차원과 개인적 차원: 어느 것이 우선하는가에 관한 논쟁 ···········374
비현실주의로 향하는 길 위에 서있는 문화심리학 ································377
McDowell: 이유의 공간 찾아 나서기 ················································381
문화에 대한 가능성(Enabling) 시각 대 구성적 시각 ····························385
결론 ······························································································390
제12장 브루너의 응답 ·····································································403
Jerome Bruner
문화-마음의 연결: 다섯 가지 관점 ···················································405
무엇이 문화인가? ···········································································417
언어, 마음 그리고 문화 ···································································421
구성과 현실 ···················································································426
결론 ·····························································································430
찾아보기 ·······················································································436
