Word: jonesism
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Dates: during 1970-1979
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In a painstaking critque of Bruner's specific theorems and prescriptions, Jones complains, rightly enough, that they comprise an exclusively cognitive and behavioristic conception of education. He responds with theoretical formulations on the engagement of the child's affect and imagination in intellectual learning-that is, the cultivation of fantasy...
The theoretical synthesis Jones undertakes is no simple task, and he carries it off impressively. Considering the rigid rationalist bias of the schools and of many educational psychologists (not uninfluenced by Bruner). Jones's contribution is unquestionably timely-not a moment too soon. And considering the adulatory blurbs on the...
THEORETICAL syntheses are fine in themselves-we need a lot more synthesis, and a lot less reduction-but if they have no relation to real situations, they can be worse than useless. Jones himself complains of the disparity between the training and experience of the teacher and that of the...
Another problem is that Jones, unlike Bruner, never explicitly states his own opinions of the place and nature of education in America today. Bruner's position is unabashedly technocratic and perfectly consistent throughout. All Jones can do, it seems, is react to him, and the results are often ambiguous. For...
We must take a very hard look at what Jones has to offer us, despite his intentions, He assumes in the school the same four walls, the same systems of top-down authority, the same interpersonal relationships between students and teacher. He says that all is up to the teachers...