Experience of Mediated Learning

Examines the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. This book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children.

Preface. Part 1. Propelling the change, preserving continuity: a portrait of Reuven Feuerstein (R. Burgess). Science, pedagogy and ethics in Feuerstein's theory and applications (C. Hadji). Mediating environments: creating conditions for intellectual growth (A. Costa). Feuerstein's unique contribution to educational and school psychology (R. Burden). Group and individual differences in intelligence: what can and should we do about them? (R. Sternberg). 'To be, to have and to do': an integration and expansion of existing concepts (Y. Rand, A. Tannenbaum). Reflective teaching and its relation to modes of existence in practical teaching experience (R. Reichenberg, Y. Rand). Questioning as a form of mediation (S. Feuerstein). Part 2. Dynamic cognitive assessment and the instrumental enrichment program (R.S. Feuerstein). Theme and some variations on the concepts of mediated learning experience and dynamic assessment (C. Lidz). Learning test concepts and dynamic assessment (J. Guthke. J. F. Beckmann). Culture-fair assessment and the process of mental attention (J. Pascual-Leone et al.). Part 3. Developmental perspectives of mediated learning experience theory (D. Tzuriel). A mediational approach to early intervention (P. Klein). The diversity of instrumental enrichment applications (A. Kozulin). Cognitive education and reading disability (J.P. Das et al.). Cognitive-developmental therapy: an overview (C. Haywood). Mediated learning experience and the counselling process (L Falik). Selected bibliography of Reuven Feuerstein. References. Index.