Purpose

This study analyzes the content, development, and origins of the narrative theory proposed by American cognitive psychologist J. Bruner. It examines the theory’s relationship with cultural theory and language development and reexamines the narrative theory’s position within Bruner’s discourse on cognitive psychology.

Design/methodology/approach

This research employs a literature analysis method, focusing on Bruner’s primary works on narrative theory published between 1985 and 2002.

Findings/results

The study finds that Bruner’s narrative theory is closely related to his theories of cultural theory and language development. It explores how culture shapes individuals' internal narratives, how these narratives influence their perceptions of interpersonal relationships and the world, and the implications for educational practices. The findings suggest that future research on Bruner’s narrative theory should emphasize how culturally shaped collective memory (Self) influences individual internal psychological mechanisms.

Originality/value

Although Bruner’s narrative theory has been widely applied across various fields, it is often treated merely as a tool for data analysis. Few studies have investigated its relationship with Bruner’s other academic discourses. This study aims to bridge this gap and provide future researchers with a deeper understanding of the significance of Bruner’s narrative theory.

Implications for policy/practice

To better reflect the complexities of the real world, educational settings should help students navigate diverse cultural values and conflicts. Understanding Bruner’s narrative theory enables educators to utilize it as a framework to examine the impact of culture on individual cognition and language development.