Purpose

Dewey, in his later period, understood "experience" as "culture," aiming to enhance the practical applicability of his experiential theory. Similarly, Bruner later shifted his focus to cultural psychology, emphasizing that school education is a form of cultural life. This study explores Dewey and Bruner’s cultural theories and their significance for education through a review of relevant literature.

Design/methodology/approach

In terms of research methods, the study examines the relationship between Dewey and Bruner's cultural theories and education, analyzes how these theories address the connection between education and culture, and ultimately explains and evaluates their educational significance.

Findings/results

This study concludes that Dewey and Bruner’s cultural theories hold the following significance for education: their perspectives on mind and language, their views on self-identity and agency, the integration of their cultural vision, the relationship between tolerance and interaction, the role of cultural creation in human cooperation and value realization, as well as the educational and political functions of culture and the practical applications of cultural theory.

Originality/value

The cultural theories of Dewey and Bruner contribute to teacher-student collaboration in creating meaningful teaching experiences and encourage greater attention to the interaction and reflection between students and subject content, having a profound impact.

Implications for policy/practice

The researcher hopes to offer theoretical insights and practical approaches for competency-based educational culture, self-narrative in the learning process, cultural reconstruction in career education, and the integration of learning and application within teacher education.