Table of Contents

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.

Reviews

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