Download Beyond Smarter: Mediated Learning and the Brain’s Capacity by Reuven Feuerstein PDF

By Reuven Feuerstein

Originally constructed to aid scholars conquer studying stumbling blocks created by means of emotional trauma or neurobiological studying disabilities, Reuven Feuerstein's paintings is now utilized in significant towns all over the world to aid impoved pondering and studying by means of all students.

This booklet is the main updated precis of his considering and comprises obtainable descriptions of his instruments and strategies for cognitive modifiability and mediated studying. With dramatic case experiences all through, Feuerstein and his co-authors outline intelligence as a dynamic strength that drives the human organism to alter the constitution of considering so one can resolution the wishes it encounters. They describe intimately the categorical talents of the 3 levels of pondering: enter or oberservation and data-gathering level; improvement or processing level; and output level together with research, synthesis, and communication.

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Additional info for Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change

Sample text

The organism in this conceptualization is able to detect and have access to an ever-wider range of stimuli and experiences. Should we relate it solely to biological or hereditary differences? Piaget didn’t think so, but he was busy discovering the universal elements (or “laws”) that govern a human being’s development, and he wasn’t interested in the differences between human beings. We argue that in Piaget’s approach there is no explanation either for the differences between people or for the process responsible for the coming into being of the cognitive functions that are activated in different situations.

This is the biogenetic individuality of the individual, who functions in interaction with the environment, takes from it what is required for existence, and that is all. There is also the sociocultural ontology, according to which human beings are the creation of society and are an outcome of interaction with the social environment, with cultural systems, and with means that only society can create. The sociocultural ontology supplies us with a more observable answer to the questions regarding the sources that make a human being a modifiable creature.

Students sometimes decline in their level of functioning and lose abilities that they have attained. Because human beings are responsible for their destinies, students must always be on their guard—yesterday’s good functioning does not guarantee that the same will be the case tomorrow. But this coin has two sides: Students can also be encouraged that the low functioning of yesterday does not preclude the chances of attaining higher achievement tomorrow. It is this expectation of positive change, and the willingness (of the mediator) to push for change, that maintains a positive and optimistic engagement that stimulates and encourages change, even when regressions or lack of change have been experienced.

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