Feuerstein's Theory of Mediated Learning: All Things to All People?

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Abstract

Originally published in Contemporary Psychology: APA Review of Books, 1993, Vol 38(11), 1169–1171. Reviews the book, Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning Implications edited by Reuven Feuerstein, Pnina S. Klein, and Abraham J. Tannenbaum (1991). The text Mediated Learning Experience (MLE) Theoretical, Psychosocial and Learning Implications is the latest in a series of books that elaborates on elements of Reuven Feuerstem's theory of “structural cognitive modifiability.” The first, The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques (Feuerstein, Rand, & Hoffman, 1979), introduced readers to a detailed description of “dynamic” testing (represented by the Learning Potential Assessment Device) as an alternative to “static” testing (represented by standardized IQ tests) for use‘ with vulnerable learners. The second, Instrumental Enrichment An Intervention Program for Cognitive Modifiability presented a detailed elaboration of “deficient cognitive functions” that were viewed as being primarily responsible for retarded cognitive performance. In summary, this book is an uneven collection of 17 chapters that elaborate on one aspect of Feuerstein's theory of structural cognitive modifiability. Because the collection tends to reinforce what many readers want to hear, the book will be enthusiastically received in many circles However, because the book superficially covers issues across a broad range of disciplines, it will not be taken seriously (at best) or will be vulnerable to intense criticism (at worst) by those who are more knowledgeable in any one area. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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