By Reuven Feuerstein
Originally built to assist scholars triumph over studying stumbling blocks created through emotional trauma or neurobiological studying disabilities, Reuven Feuerstein's paintings is now utilized in significant towns worldwide to aid impoved pondering and studying via all students.
This publication is the main updated precis of his considering and contains obtainable descriptions of his instruments and strategies for cognitive modifiability and mediated studying. With dramatic case stories all through, Feuerstein and his co-authors outline intelligence as a dynamic strength that drives the human organism to alter the constitution of pondering with a purpose to solution the wishes it encounters. They describe intimately the explicit abilities of the 3 phases of pondering: enter or oberservation and data-gathering degree; improvement or processing degree; and output degree together with research, synthesis, and communication.
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Extra info for Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change
Mediating the Learning Experience 27 The two approaches—the “stimulus-response (S-R)” model and the “stimulus-organism-response (S-O-R)” model—both assume that it is enough for a person to be in a kind of dialogue with the world, nature, and the surrounding stimuli in order to experience cognitive and intellective development. According to Piaget, the only requirement is for the organism to be at a certain level of maturity, to have reached a particular stage of development, and to be engaged in an active interaction with the world.
WHAT MAKES US MODIFIABLE? When we ask what makes a human into a modiﬁable being, we now have an answer—modiﬁability is imparted to a human being by virtue of the mediation through which the world is mediated to him or her and creates tools and the preconditions necessary to become modiﬁed. From this standpoint, a human being is a unique creature. Although there are indications of mediation also in the animal world, they do not enable animals to transmit their experience to their descendants. Animals are limited in their ability to transmit their experience because they lack transmission tools.
The Triple Ontology of Development We can begin to consider these questions by examining the general course of human development. We have adapted a conceptualization of the French thinker Rom Harre, who proposed two major sources of development (a double ontology)—the biological and the social (Harre & Van Langen Rove, 1991). From the biological standpoint, the developing human being is a kind of community of cells that have coalesced and function together in a very organized, planned, and coordinated manner.