In this volume, the authors examine 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. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods.
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Editorial Reviews
Review
Lena Green, University of the Western Cape, S. Africa
...It is intended, in fact, as a Festschrift for Reuven Feuerstein. There can be no doubt that Professor Feuerstein is an exceptional individual, both as a theorist and as a practitioner, and many contributors indicate the esteem in which they hold him. The publication is timely. It is, however, a book for the initiated rather than the beginner as most authors assume familiarity with the field. ...is has the potential to be of great interest and value to academics and graduate students, offering as it does, considerable information about the work of Feuerstein and, in many cases, about the work of others who have chosen to honour him in this way.
British Journal of Educational Psychology, Vol 72
...It is intended, in fact, as a Festschrift for Reuven Feuerstein. There can be no doubt that Professor Feuerstein is an exceptional individual, both as a theorist and as a practitioner, and many contributors indicate the esteem in which they hold him. The publication is timely. It is, however, a book for the initiated rather than the beginner as most authors assume familiarity with the field. ...is has the potential to be of great interest and value to academics and graduate students, offering as it does, considerable information about the work of Feuerstein and, in many cases, about the work of others who have chosen to honour him in this way.
British Journal of Educational Psychology, Vol 72
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