Call for Papers: Multifaceted interpretation of the legacy of interdisciplinary education science research conducted by J. Bruner
Issue No.: Issue 1, Volume 71 (March 2026)
Deadline: June 30, 2025
 
Jerome Bruner (1915–2016), originally a psychologist, emerged as a renowned researcher in educational science. His work A Study of Thinking (1956) spurred the cognitive revolution. Subsequently, he published The Process of Education (1960), which led to educational and curriculum reforms based on the concept of cognitive structure. These contributions allowed him to gain international acclaim. His research achievements spanned across various subfields of psychology, including cognition, learning, development, comparison, evolution, language, self, sociology, and culture, and extended into education, philosophy, arts, anthropology, sociology, literature, religion, history, and law.
The year 2026 marks the first decade following Bruner’s passing. To express reverence for his contribution to educational science research, our journal has established this special issue. We are currently soliciting contributions from the educational science community by requesting manuscripts that adopt diverse perspectives to explore the achievements and legacy of interdisciplinary educational science research conducted by Bruner. Suggestions for submission topics are provided as follows.
Because Bruner published numerous educational science research works in diverse forms (e.g., journal articles, monographs, books, and collections) through both independent studies and collaboration with other scholars, providing specific suggestions regarding manuscript topics for this call for papers is challenging. Accordingly, only two broad hints are provided:
Research on achievements: (1) From a holistic viewpoint, you may evaluate or interpret Bruner’s achievements. Potential topics include exploring the origins and legacy of research findings in the field of educational science; a comprehensive assessment of Bruner’s contributions to educational science research (including his notable position in the history of educational science research); and comparisons between Bruner’s work and that of other scholars such as Dewey, Freud, Piaget, and Vygotsky. (2) You may focus on specific topics, including a summary and evaluation of the research achievements of the Harvard University Center for Cognitive Studies founded by Bruner; studies on fundamental skills and abilities conducted at the Harvard University’s Baby Lab overseen by Bruner; the initiation and development of the preschool education research group led by Bruner for advising on preschool education policy in the United Kingdom; a review of the Children 

1. in Development series directed by Bruner; critiques of Bruner’s research on language learning in infants; and analyses of Bruner’s theories on the interconnections between culture, mind, and education.