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quinta-feira, 4 de julho de 2013

As 28 deficincias da inteligncia humana, pelo pedagogo romeno Reuven
Feuerstein. (uma dica de Olavo de Carvalho)
As 28 deficincias da inteligncia humana, pelo pedagogo romeno Reuven Feuerstein.
(uma dica de Olavo de Carvalho)

pedagogo romeno Reuven Feuerstein.

Vou tentar traduzir, se algum quiser corrigir sinta-se vontade.
As deficincias resultantes da falta de aprendizagem mediada so antes perifricas do que
centrais, e refletem atitude e motivao deficientes, falta de hbitos de trabalho e esquemas
de aprendizagem ao invs de incapacidades estruturais e de elaborao. Evidncias da
reversibilidade do fenmeno tem sido encontrado em trabalhos clnicos e experimentais especialmente atravs da avaliao dinmica - (Dispositivo de Avaliao do Potencial de
aprendizagem - "Learning Potential Assessment Device" - LPAD). O LPAD tambm nos

capacitou a estabelecer um inventrio de funes cognitivas subdesenvolvidas, pobremente

desenvolvidas, ou debilitadas. Estas ns categorizamos como nveis de Input, Elaborao e
Output.
Funes cognitivas debilitadas afetando o nvel de Input incluem debilidades quantitativas
e qualitativas dos dados recolhidos pelo indivduo, quando confrontado por um problema,
objeto ou experincia. Incluem:
1. Percepo confusa.
2. Comportamento investigativo no-sistemtico, impulsivo e equivocado.
3. Falta de, ou debilidade, de ferramentas verbais capazes de discriminar (ex. objetos,
eventos, relaes, etc. no possuem nomes apropriados).
4. Falta de, ou debilidade, de orientao espacial; a falta de sistemas estveis de referencia
debilitam o estabelecimento de uma organizao topolgica e Euclidiana do espao.
5. Falta de, ou debilidade, de conceitos de tempo.
6. Falta de, ou debilidade, de conservao de constantes (tamanho, forma, quantidade,
orientao) atravs da variao dos fatores.
7. Falta de, ou deficincia, de preciso e acuidade dos dados recolhidos.
8. Falta de capacidade de considerar duas ou mais fontes de informao (ou hipteses) de
uma vez; isto reflete que os dados so tratados de forma isolada, ao invs de fatos
organizados em um todo.
A severidade da debilidade no nvel de Input tambm pode afetar o funcionamento dos
nveis de Elaborao e Output, mas no necessariamente.
Funes cognitivas debilitadas afetando o nvel de Elaborao incluem aqueles fatores que
impedem uma avaliao eficiente da informao e das dicas ou sugestes.
1. Percepo inadequada ao definir um problema existente.
2. Incapacidade de selecionar aspectos relevantes e no relevantes na definio de um
problema.
3. Falta de um comportamento comparativo espontneo, ou limitao na sua aplicao.
4. Campo psquico tacanho, medocre.
5. Compreenso parcial da realidade.
6. Falta de, ou debilidade, na necessidade de perseguir evidncias lgicas.
7. Falta de, ou debilidade, de interiorizao.
8. Falta de, ou debilidade, no pensamento hipottico-inferitivo, pensamento "E se...?".
9. Falta de, ou debilidade, nas estratgias de testar hipteses.
10. Falta de, ou debilidade, na habilidade de estruturar um comportamento adequado para
solucionar um problema.
11. Falta de, ou debilidade, no planejamento.
12. No-elaborao de certas categorias cognitivas porque os conceitos verbais necessrios
no fazem parte do indivduo, ou no so mobilizados em um nvel expressivo.
Pensar normalmente se refere a elaborar sugestes. Estas sugestes podem ser originais,

criativas, e ainda que corretamente elaboradas podem gerar respostas erradas, porque foram
baseadas em informaes inadequadas e inapropriadas no nvel de Input.
Funes cognitivas debilitadas afetando o nvel de Output incluem aqueles fatores que
levam a uma inadequada comunicao das solues encontradas. Note que informaes
corretamente percebidas e elaboraes apropriadas podem ser expressadas incorretamente.
Deve-se notar que, mesmo dados e elaboraes corretas podem ter sua soluo expressa
incorretamente, se existirem dificuldades nesse nvel.
1. Modalidades egocntricas de comunicao.
2. Dificuldades na projeo de relaes virtuais.
3. Bloqueios.
4. Tentativas inadequadas de responder.
5. Falta de, ou debilidade, de ferramentas para comunicar adequadamente as respostas
elaboradas.
6. Falta de, ou debilidade, na necessidade de preciso e acuidade na comunicao das
respostas.
7. Deficincia na transposio visual.
8. Comportamento impulsivo.
Os trs distintos nveis foram concebidos de forma a trazer alguma ordem matriz de
funes cognitivas deficientes em situaes de carncia cultural. No entanto, h a interao
que ocorre entre os nveis, que de importncia vital para compreender a extenso e a
penetrao da disfuno cognitiva.
fonte o bom e velho Orkut,
http://www.orkut.com/Main#CommMsgs?
cmm=44668&tid=5391442472092467786&na=3&npn=2&nid=446685391442472092467786-5442614413264061002
Postado por Joo Maria s 00:00
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Marcadores: As 28 deficincias da inteligncia humana, pelo pedagogo romeno Reuven
Feuerstein. (uma dica de Olavo de Carvalho)

4 comentrios:
Walter Sader disse...
Eu no tenho dados confiveis, porm, me parece que existe uma deficincia de
alimentao proteica nas crianas brasileiras entre zero e trs anos de idade

implicando em m formao neural. Creio ser este o fundamento para se escapar

destas vinte e oito deficincias, e claro que tambm no o nico.
tera-feira, outubro 15, 2013 5:29:00 AM
Joo Maria disse...
Obrigado Walter, este pode ser um dos fatores.
mas, tb a outros fatores que mudam um comportamento. Compare os dados do
Brasil com outros pases. Agora que o que vc menciona pode ser um dos fatores
qual maior relevncia.
tera-feira, outubro 15, 2013 5:47:00 AM
Annimo disse...
Ol, eu conheci o Reuven Feuerstein pelo filosfo Olavo de Carvalho e o site Mida
Sem Mscara. Soube que existe um programa chamado PEI que serve para corrigir
essas deficincias cognitivas. Como eu fao para saber se eu tenho essas
deficincias cognitivas. Algum conhece algum profissional aqui em So Paulo para
fazer um teste? Ou ento algum livro? Obrigado e continuem com o blog.
tera-feira, outubro 15, 2013 5:56:00 PM
Joo Maria disse...
Ol, e obrigado pela confiana. conheci tb atravs do professor Olavo de Carvalho
numa palestra que assisti de um vdeo, que ele deu na OAB.
Veja abaixo o que encontrei na web,
Talvez lhe ajude.
PEI est fundamentado na Experincia de Aprendizagem Mediada de Reuven
Feuerstein.
Alameda Canuri, 97 - Moema - So Paulo - SP
alamedas@clinicalamedas.com.br
(11) 3062-9516 / 3062-2485 / 5084-3041
http://www.clinicalamedas.com.br/site/index.php?
option=com_content&view=article&id=92%3Apei-programa-de-enriquecimentoinstrumental-&catid=38&Itemid=78
PEI - Centro Brasileiro - Modificabilidade Cognitiva - Formao de ... Leite, 304 Sumarezinho (Vila Madalena) Cep: 05442-000 - So Paulo SP- BRASIL.
Cursos
Clique sobre o curso para ver detalhes. CURSOS ...
Contato
Enga. Olvia Virgnia Miranda - Trainer Advanced Forma ...

http://www.cbmpei.com.br/
Endereo eletrnico: ampei@ampei.org.br
Endereo p/ correspondncia:
AMPEI - C.P 61007
CEP 05001-970 - So Paulo - SP
http://www.ampei.org.br/pei.htm
Espero que lhe ajude.
quarta-feira, outubro 16, 2013 7:16:00 AM
Postar um comentrio

http://www.olavodecarvalho.org/semana/131013dc.html

O idiota em sentido estrito

Olavo de Carvalho
Dirio do Comrcio, 13 de outubro de 2013
Termos como idiota, imbecil, mentecapto etc. podem ser usados como meros
xingamentos. Neste caso, no indicam nenhuma deficincia mental objetiva no indivduo a
que se aplicam, mas somente a raiva que os falantes sentem dele a qual pode at mesmo
ser, e freqentemente , causada pela percepo de uma superioridade intelectual que os
incomoda e humilha.
No uso jamais repito: jamais esses termos com esse sentido. Quando digo que
algum idiota ou imbecil, ou quando o sugiro mediante outras palavras, porque
notei claramente, na pessoa de quem falo, uma ou vrias das 28 deficincias
intelectuais assinaladas pelo clebre educador romeno Reuven Feuerstein (v. por
exemplo aqui), as quais resultam sempre em julgamentos impulsivos, deslocados da
situao.
Esse erro, o mais freqente hoje em dia entre os debatedores brasileiros de qualquer
assunto, corresponde esquematicamente falcia lgica que os antigos denominavam
ignoratio elenchi, em que o sujeito pensa ter provado alguma coisa quando de fato
provou, se tanto, outra completamente diversa. Isso acontece, evidentemente, quando o
cidado incapaz de entender qual o ponto em debate. impossvel que um estudante no
adquira esse vcio quando adestrado desde pequeno para remeter tudo de volta, sempre e
sistematicamente, a meia dzia de chaves tidos como universalmente explicativos, em vez
de tentar perceber o que est realmente em jogo na discusso. O apelo compulsivo a rtulos
infamantes como fascismo, fundamentalismo religioso, preconceito e discriminao,
racismo, homofobia, teoria da conspirao, elite exploradora etc., hoje
praticamente obrigatrio e funciona como substitutivo socialmente aprovado do esforo de
compreender aquilo que se pretende impugnar mediante o emprego fcil e
desesperadoramente mecnico desses termos.
O controle politicamente correto do vocabulrio tenta vestir uma camisa-de-fora
verbal no adversrio mas termina por aleijar intelectualmente o prprio usurio desse
artifcio, reduzindo-o condio de repetidor histrico de insultos completamente
despropositados.
Como o que no Brasil de hoje se chama educao universitria consiste
eminentemente em adestrar os alunos nessa prtica, no de espantar que quatro entre cada
dez estudantes das nossas faculdades sejam analfabetos funcionais, o que no significa que
os outros seis tenham uma inteligncia altura das funes para as quais ali se preparam.
Demonstraes de inpcia em doses francamente escandalosas so freqentes no
s entre maus estudantes, mas entre pessoas que ocupam os postos mais destacados na
esfera da alta cultura neste pas. Quando, por exemplo, o escritor Luiz Ruffato aplaudido
pela mdia ao classificar como genocdio a reduo do nmero de ndios brasileiros de
quatro milhes (nmero hipottico) para 900 mil desde os tempos de Pedro lvares Cabral
at hoje, tanto ele quanto sua platia demonstram que no tm a menor idia do que venha a
ser um genocdio e s usam a palavra como reforo da identidade grupal dos bons contra

os malvados. "Pensar", no Brasil, significa que o sujeito se apaixona por um smbolo do

que lhe parece "o bem" e "a justia", e imediatamente liga o gerador de lero-lero para
acabar com o mal no mundo.
Outro tanto deve ser dito do dr. Miguel Nicollis, que se escora na sua autoridade de
neurocientista para dizer que Jesus, Abrao e Maom eram apenas esquizofrnicos que
imaginavam falar com Deus. Esse homem estuda o crebro h dcadas, mas ainda no se
deu conta de que impossvel encontrar, nesse rgo, qualquer prova de que algum objeto
pensado exista ou inexista fora dele.
Isto aplica-se a Deus como a um gato, a uma pedra ou a uma banana. Aplica-se alis
at ao prprio crebro. Com toda a evidncia, o ilustre membro da Academia Pontifcia de
Cincias no entende o alcance da sua prpria afirmao, produzida no gerador de lero-lero
para fazer bonito ante pessoas que tambm no a compreendem. Seis meses de estudo das
Investigaes Lgicas de Husserl no lhe fariam nenhum mal.
J nem comento os palpiteiros enrags que, em exploses verbais de uma
comicidade irresistvel, aparecem a toda hora professando dar cabo do Olavo de Carvalho
de uma vez por todas. Um deles, a quem eu tentava explicar que no possvel ter servio
pblicos gratuitos e ao mesmo tempo acabar com a desigualdade social, no parecia
entender que um servio pblico s gratuito quando custeado por algum que no o seu
beneficirio: a reduo da desigualdade social distribui as despesas mais equitativamente
entre todos e acaba automaticamente com a gratuidade. Numa situao idealizada, onde
todos tivessem ganhos equivalentes, das duas uma: ou todos pagariam contribuies iguais
para custear os servios independentemente de us-los ou no, ou cada um pagaria
proporcionalmente aos servios que recebesse. No primeiro caso estaria imediatamente
instaurada a desigualdade entre os que pagam sem usar e os que usam sem pagar. No
segundo, os servios no seriam gratuitos de maneira alguma. Por mais que eu explicasse,
analisasse e desenhasse essa equao simples, o sujeito, homem de formao universitria,
continuou esperneando e jurando que eu era um adepto da injustia social.
S pode haver divergncia de opinies entre pessoas com nvel similar de
inteligncia e conhecimento. Com mentecaptos, s o que existe uma dificuldade de
comunicao quase invencvel.

http://www.olavodecarvalho.org/semana/040731globo.htm

Notinhas da semana
Olavo de Carvalho
O Globo, 31 de julho de 2004

Em entrevista Isto , o delegado Mauro Marcelo de Lima e Silva, novo chefe da Agncia
Brasileira de Inteligncia (Abin), afirma que sob o seu comando os agentes no sero
jamais infiltrados em movimentos sociais, mas podero s-lo em empresas.
Entenderam? Uma entidade como o MST, mesmo envolvida em delitos notrios e ligada s
FARC atravs do Foro de So Paulo, estar a priori imunizada contra os arapongas oficiais,
que em vez disso voltaro seus olhares indiscretos para entidades dedicadas atividade
capitalista, esta sim verdadeiramente suspeita. Mas s um louco como eu pensaria em ver
nisso alguma coisa de comunista, no mesmo?
***
Enquanto o Estado se empenha em desarmar os cidados honestos, um depsito inteiro de
armas ilegais das FARC localizado no Amazonas, e o partido oficial nem em sonhos
pensa em renegar as boas relaes que, no Foro de So Paulo, mantm com a
narcoguerrilha colombiana.
***
Como doravante s policiais, militares e demais funcionrios autorizados podem portar
armas, a pergunta que se segue automaticamente : devem us-las somente em servio ou
podem tambm recorrer a elas para sua defesa pessoal?
Na primeira alternativa, o policial armado que seja ele prprio vtima de assalto fora do
expediente est proibido de reagir: deve render-se imediatamente e entregar ao assaltante
uma arma de propriedade do Estado.
Na segunda, a defesa prpria torna-se um privilgio de classe, ferindo o princpio da
igualdade de direitos e as regras mais elementares da moralidade.
Nas duas hipteses o desarmamento civil absurdo, insultuoso e inconstitucional. No h
terceira hiptese. Nem por isso ele deixar de ser aplicado risca, como se fosse a coisa
mais normal do mundo.
***

Recebi notcia de que o sr. Frei Betto anda em busca do meu endereo residencial no sei
para qu. Mandei responder que me enviasse um e-mail e seria atendido imediatamente.
Como ele no escreveu, tentei localiz-lo atravs da internet , mas a Assessoria Especial
que ele ocupa no tem sequer um site , e no da prpria Presidncia da Repblica
impossvel entrar: a Microsof responde que a pgina no tem registro de autorizao. Se
clicamos no google o nome Frei Betto, aparecem centenas de sites , nenhum dos quais
dele, mas todos de terceiros que no sabemos se so seus representantes ou simples
admiradores. Como que vou dar meu endereo a uma criatura to evanescente? Para
cmulo, um dos links existentes, frei-betto.vipx61.biz , vai dar numa pgina de...
pornografia! a situao mais dadasta que j vi: um alto funcionrio invisvel, com seu
nome impunemente usado por espertalhes para fins imorais. o smbolo em miniatura da
anarquia imperante.
***
Numa de suas apostilas, o clebre pedagogo judeu-romeno Reuven Feuerstein assinala as
deficincias bsicas de inteligncia humana responsveis pelo fracasso nos estudos.
Algumas delas so a falta de preciso ao captar os dados, a inabilidade de distinguir entre o
essencial e o acessrio, a apreenso episdica ou fortuita da realidade, a incompetncia para
conceber hipteses, a incapacidade de lidar simultaneamente com vrias fontes de
informao, e, como resultado, os julgamentos impulsivos, deslocados da situao.
Corrigindo esses defeitos, o dr. Feuerstein vem obtendo resultados formidveis at mesmo
com crianas antes consideradas deficientes mentais incurveis.
O que ele no sabe que, no Brasil letrado, nenhuma dessas falhas de apreenso e
processamento da realidade considerada uma deficincia. Todas so modos normais e at
obrigatrios de atividade intelectual entre as classes falantes. Pode-se observ-las
diariamente em artigos de jornal, entrevistas de celebridades, discursos no parlamento, leis
e decretos, sentenas judiciais e teses universitrias, sem falar de algumas cartas de leitores.
Incapaz de, no breve espao desta coluna, concorrer com o dr. Feuerstein e infundir
capacidades nos meus interlocutores, colocarei no meu site, www.olavodecarvalho.org ,
segunda-feira que vem, algumas novas observaes sobre o caso dos gays contra D.
Eugnio Sales.

http://laudaamassada.blogspot.com.br/2011/03/quanto-mais-incompetente-melhor-ou.html

UANTO MAIS INCOMPETENTE, MELHOR. Ou: negando Feuerstein

Em Notinhas da Semana, de 31 de julho de 2004, no Globo, o filsofo Olavo de
Carvalho escreveu:
"Numa de suas apostilas, o clebre pedagogo judeu-romeno Reuven Feuerstein
assinala as deficincias bsicas de inteligncia humana responsveis pelo fracasso
nos estudos. Algumas delas so a falta de preciso ao captar os dados, a inabilidade
de distinguir entre o essencial e o acessrio, a apreenso episdica ou fortuita da
realidade, a incompetncia para conceber hipteses, a incapacidade de lidar
simultaneamente com vrias fontes de informao, e, como resultado, os
julgamentos impulsivos, deslocados da situao. Corrigindo esses defeitos, o dr.
Feuerstein vem obtendo resultados formidveis at mesmo com crianas antes
consideradas deficientes mentais incurveis.
O que ele no sabe que, no Brasil letrado, nenhuma dessas falhas de apreenso e
processamento da realidade considerada uma deficincia. Todas so modos
normais e at obrigatrios de atividade intelectual entre as classes falantes. Pode-se
observ-las diariamente em artigos de jornal, entrevistas de celebridades, discursos
no parlamento, leis e decretos, sentenas judiciais e teses universitrias, sem falar
de algumas cartas de leitores."...
NA MOSCA!
E que atualidade! Basta analisarmos o Congresso e o Executivo nacionais.
Postado por gutenberg j s 07:54
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FacebookCompartilhar no Orkut
Marcadores: Brasil, Cultura, EDUCAO

Reuven Feuerstein Wikipdia, a enciclopdia livre

Professor Reuven Feuerstein (nascido em 21 de Agosto de 1921 em Botosan,
Romnia) (hebraico )um psiclogo judeu-israelense, criador da Teoria ...
pt.wikipedia.org/wiki/Reuven_Feuerstein
http://pt.wikipedia.org/wiki/Reuven_Feuerstein

Reuven Feuerstein
Origem: Wikipdia, a enciclopdia livre.
Ir para: navegao, pesquisa
Professor Reuven Feuerstein (nascido em 21 de Agosto de 1921 em Botosan, Romnia)
(hebraico )um psiclogo judeu-israelense, criador da Teoria da modificabilidade
cognitiva estrutural (MCE), a teoria da Experincia da Aprendizagem Mediada (MLE), e o
Programa de Enriquecimento Instrumental (PEI). A ideia de que inteligncia pode ser
desenvolvida est associada ao trabalho do Professor Feuerstein.
Feuerstein estudou na Universidade de Genebra sob orientao de Jean Piaget, Andr Rey,
Barbel Inhelder e Marguerite Loosli Uster e um seguidor de Lev Vygotsky. Ele o
presidente do Centro Internacional pelo Desenvolvimento do Potencial de Aprendizagem
(ICELP)[1] em Jerusalm. Os conceitos de que a inteligncia plstica e modificvel, e que
a inteligncia pode ser pensada, so centrais na Teoria da modificabilidade cognitiva
estrutural. Inteligncia pode ser desenvolvida em um ambiente de aprendizagem mediada
criado a partir da teoria da Experincia da Aprendizagem Mediada.
Um mediador uma pessoa que trabalha interagindo com o aprendiz estimulando suas
funes cognitivas, organizando o pensamento e melhorando processos de aprendizagem.
Depois de desenvolver suas teorias e de aplicar uma srie intervenes prticas para
mediao com crianas sobreviventes do holocausto. Feuerstein respondeu demanda de
professores por mtodos que pudessem solidificar seu trabalho no formato curricular. Para
esse fim, ele desenvolveu 14 instrumentos que mediadores e estudantes usaram para
enriquecer funes cognitivas e construir o hbito de se ter um pensamento eficiente. Ele
organizou esses instrumentos livres de contedo (content free) em um programa de 3
anos para estudantes acima de 9 anos. Esse programa chamado de Programa de
Enriquecimento Instrumental (PEI).
Depois de 50 anos de sucesso, documentados por mais de 1500 pesquisas cientficas com
vrias populaes, incluindo engenheiros da Motorola (USA), estudantes carente em
comunidades rurais do Brasil (Bahia), imigrantes no-alfabetizados (Etipia), crianas
autistas e com sndrome de Down (Jerusalm-Israel), estudantes do ensino mdio com
baixo aproveitamento em matemtica (Cleveland, Ohio, USA) e muitos outros grupos.
Feuerstein desenvolveu uma verso bsica do PEI para uso com crianas e adolescentes
com dificuldades cognitivas profundas. Projetos atravs do estado do Alasca (EUA), Gr-

Bretanha, Itlia, ndia e Japo tem sido desenvolvidos, explorando a aplicabilidade de

novos instrumentos com jovens com dificuldades diversas de aprendizagem.
Abaixo pode-se ler a participao de Myron Tribus, publicado em um dirio chamado
Letters From Jerusalem, na 18 Conferncia Anual do ICELP em Julho de 1997:
Hoje, a 18 Conferncia Anual foi aberta sobre duas teorias bsicas: Teoria da
modificabilidade cognitiva estrutural (MCE) e Experincia da Aprendizagem Mediada
(EAM), com seus dois mtodos aplicados: Programa de Enriquecimento Instrumental (PEI)
e o Teste de Propenso Aprendizagem (LPAD). H 233 pessoas participando da
conferncia, representando 33 diferentes pases. A cerimnia incluiu observaes dadas
pelo sr. Benjamin Netanyahu, o primeiro-ministro. Ele falou da importncia da educao
nesta nova era e ento descreveu sua experincia em uma base militar prxima. L, ele
encontrou com alguns homens com Sndrome de Down, que tinham sido mediados pelo
mtodo de Feuerstein e que estavam agora servindo com o uniforme das Foras de Defesa
de Israel (IDF). Ele mencionou o orgulho desses homens em estarem prontos para vestirem
o uniforme e cumprir com suas obrigaes militares. Ele tambm falou de sua gratificao
na aceitao desses soldados pelo comando militar. Em um ponto ele disse: 'Eu tive grande
dificuldade em conter minhas emoes quando eu vi e falei com estes homens afligidos
com a Sndrome de Down'. Benjamin Netanyahu tambm disse: Um pais deveria ser
julgado pela forma como ele trata os mais vulnerveis de seus cidados.
Como parte da cerimnia de abertura, Prof. Feuerstein disse: O PEI foi testado durante
muito tempo e em uma grande e variada populao, e essas pesquisas demonstram que
apesar dos danos cognitivos causados por choque cultural, acidentes fsicos, traumas na
infncia por abusos ou extrema pobreza, negligncia dos familiares... apesar de tudo isso, o
funcionamento cognitivo desses sujeitos se desenvolveram. Experincias nos dizem que
esse desenvolvimento sem limites.
Para o autor a aprendizagem pelas vias da mediao, deve ser compreendida diferentemente
da aprendizagem pela exposio direta do sujeito ao objeto ou estmulo. Ou seja, h a
necessidade da interveno de um mediador humano, que para ele um sujeito cuja ao
mediadora intencional e no-ingnua. Ele se interpe entre o sujeito (mediando/aprendiz)
e o mundo (no sentido amplo contedo, estmulo, objeto, etc.), conduzindo a reflexo e
interao tendo em vista a introduo de pr-requisitos ou recursos cognitivos (da dimenso
do pensar) que potencializaro progressivamente a capacidade de aprendizagem deste
sujeito.
Deve-se mencionar que o conceito de mediador e mediao, so tratados aqui de forma
especfica, e no em sentido amplo. Tais terminologias so aplicadas em outros mbitos da
educao com conotaes diversas. Porm, para a abordagem de Reuven Feuerstein ou da
EAM (Experincia da Aprendizagem Mediada), para que haja mediao so necessrios
pelo menos 3 critrios:
(1) Mediao de intencionalidade e reciprocidade: Intencionalidade por parte do mediador e
reciprocidade perante o mediado para focagem e satisfao das necessidades do mediado;

(2) Mediao de transcendncia: Transcendncia da realidade concreta, do aqui-e-agora e

da tarefa aprendida, generalizando para posterior aplicao da compreenso de um
fenmeno apreendido em outras situaes e contextos;
(3) Mediao de significado: Construo (incitada pelo mediador) de significados que
permitam compreender a importncia da aprendizagem e interpretar os resultados
alcanados.
Estes critrios foram observados empiricamente por Feuerstein, como fatores comuns em
toda situao de mediao. Em seguida ser ampliado o significado de cada um destes
critrios.
Por intencionalidade do mediador e reciprocidade do mediando, entende-se a conscincia
do interventor humano em sua tarefa ante o mediado e o estmulo, ou seja, clareza de suas
intenes educativas. No se ensina ou se estimula para o nada. H sempre uma inteno
um objetivo, nenhum processo educativo pode ser realizado sem objetivos. Da mesma
forma o mediado deve dar um feedback e estar consciente de que, ante uma situao de
aprendizagem mediada, o que se tem no apenas o cumprimento de uma tarefa, mas que
h uma inteno que transcende a situao posta.
A construo de significados, quando o mediador trabalha com a elaborao de valores e
cdigos culturais (linguagem). Para que haja mediao, necessrio trabalhar com o uso
apropriado das palavras e a significao de smbolos e representaes que esto antepostas
ao mediado. O mediador introduz problematizando, conceitos e significados. Afinal o
mediado compreender uma realidade dada a partir de sua leitura de mundo, que por sua
vez elaborada por sentidos e significados que ele d aos estmulos de sua realidade
objetiva. Aqui a linguagem, na perspectiva vygotskyana, um instrumento ou uma
ferramenta psicolgica de interveno e estruturao do pensamento. O mediador tem como
funo introduzir e aprimorar no mediado estes instrumentos.
Por transcendncia, entende-se algo que foi aprendido e logo foi extrapolado para outras
dimenses espao-temporal da vida do mediado. Ou seja, no processo de mediao o
mediador deve ter a capacidade de conduzir o aprendiz para alm do problema a ser
resolvido. Universalizando ou transcendendo as solues adquiridas ante uma situaoproblema imediata, conduzindo-o a pensar sobre a aplicabilidade destes conceitos em
outras situaes de sua realidade. Para Feuerstein, se h a presena destes 3 critrios, h
Aprendizagem Mediada.
Quando se fala de EAM dentro desta estrutura bsica, fala-se de aprendizagem mediada em
todas as dimenses humanas. Informalmente uma me ensina seu filho a andar e falar, uma
criana aprende a andar de bicicleta, etc.
H vrios centros autorizados[2] no Brasil que do treinamento no Programa de
Enriquecimento Instrumental (PEI), o referido instrumento - segundo o autor - no deve ser
aplicado sem o devido treinamento realizado por centros sob a superviso do ICELPJerusalm-Israel.

Referncias
1. http://www.icelp.org
2. centros autorizados

[editar] Bibliografia

SHARRON, HOWARD Changing Children's Minds: Feuerstein's Revolution in the

Teaching of Intelligence Souvenir Press Ltd (February 1991) ISBN 0-285-65034-3

FEUERSTEIN, R.; FALIK, L.H.; FEUERSTEIN, R. S.; RAND, Y. The Dynamic

Assessment of Cognitive Modifiability: the learning propensity assessment
device: theory, instruments and techniques. Jerusalem: The ICELP Press, 2002.

GOMES, C.M.A. Feuerstein e a Construo Mediada do Conhecimento. Porto

Alegre: Artmed, 2002.

SOUZA, A.M.M.; DEPRESBITERIS, L.; MACHADO, O.T.M. (2004). A

mediao como principio educacional. Bases tericas das abordagens de Reuven
Feuerstein. Porto Alegre: Artmed. ISBN 85-7359-374-1

MEIER, Marcos; GARCIA, Sandra. Mediao da Aprendizagem Contribuies

de Feuerstein e de Vygotsky. Curitiba, Edio do Autor, 5 ed. 2009.
(www.marcosmeier.com.br ou www.kapok.com.br para compra do livro)

[editar] Ligaes externas

"CENPA-Belo Horizonte"
"Teaching Intelligence"
Dr. Reuven Feuerstein Chairman ICELP.ORG
"Letters from Jerusalem" Myron Tribus diary of attendance at Mediated Learning
sessions
"Quality in Education According to the Teachings of Deming and Feuerstein" by
Myron Tribus
"An Educational Pioneer Who Proved that All Students Can Learn How to Learn In
Spite of Their Impulsive Behavior, Disconnected Thinking, and Low Motivation"
"Feuerstein Instrumental Enrichment (FIE) as a Model for School Reform" by
Meier Ben-Hur
"The Application of the Structural Cognitive Modifiability Theory with Learners
with Down's Syndrome in an Educational Framework" by Israela Even-Chen
"Teaching and Learning Intelligence"
Reuven Feuerstein

http://en.wikipedia.org/wiki/Reuven_Feuerstein

Reuven Feuerstein
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Reuven Feuerstein

Born
Nationality
Occupation

August 21, 1921 (age 92)

Botoani, Romania
Israeli
Psychologist

Reuven Feuerstein (Hebrew: ( ) born August 21, 1921 in Botoani, Romania)

is an Israeli clinical, developmental, and cognitive psychologist, renowned for his theory of

intelligence which states it is not fixed, but rather modifiable. The idea behind this
theory is that intelligence can be modified through mediated interventions. Feuerstein is
recognized for his lifelong work in developing the theories and applied systems of:
Structural Cognitive Modifiability,[1] Mediated Learning Experience,[2] Cognitive
Map, Deficient Cognitive Functions, Dynamic Assessment:Learning Propensity
Assessment Device,[3] Instrumental Enrichment Programs,[4] and Shaping Modifying
Environments. These interlocked practices provide educators with the skills and tools to
systematically develop students cognitive functions and operations to build metacognition.
Today Feuerstein is the founder and director of the International Center for the
Enhancement of Learning Potential (ICELP) in Jerusalem, Israel. For more than 50 years
Feuersteins theories and applied systems have been implemented in both clinical and
classroom settings internationally, with more than 80 countries applying his work.
Feuersteins theory on the malleability of intelligence has led to more than 2,000 scientific
research studies and countless case studies with various learning populations (See
bibliography and publication on Feuerstein's work).

Contents

1 Theories and applied systems

2 The Theory of Structural Cognitive Modifiability and Mediated Learning
Experience
3 The Cognitive Map
4 Dynamic Assessment: Learning Propensity Assessment Device
o 4.1 Difference between IQ test and Dynamic Assessment
5 Feuerstein's Instrumental Enrichment Programs - Standard and Basic
o 5.1 FIE Standard
o 5.2 FIE-BASIC
6 Quotes
7 Awards
8 See also
9 References
10 External links
11 Bibliography

Theories and applied systems

Reuven Feuerstein was one of nine siblings born in Botoani, Romania (August 21, 1921).
He attended the Teachers College in Bucharest (194041) and Onesco College in Bucharest
(194244). Due to the Nazi invasion, Feuerstein fled to save his life before obtaining his
degree in psychology. After settling in Mandate Palestine in 1945, he taught child survivors
of the Holocaust until 1948. He saw that these children whose families and cultures had
been destroyed in the Holocaust needed attention. Thus, he began a career that attended to
the psychological and educational needs of immigrant refugee children.[5]

While attending the University of Geneva, Feuerstein studied under Andre Rey and Jean
Piaget. He completed his degrees in both General and Clinical psychology. During this time
there were three main schools of thought, Psychoanalysis, Behaviorism, and Gestalt
Psychology. He attended lectures given by Karl Jaspers, Carl Jung, Barbel Inhelder,
Marguerite Loosli Uster and Lopold Szondi. In 1970, Feuerstein earned his PhD in
Developmental Psychology at the University of Sorbonne, in France. His major areas of
study were Developmental, Clinical, and Cognitive psychology.[5]
Feuerstein served as Director of Psychological Services of Youth Aliyah in Europe
(Immigration for young people). This service was responsible for assigning prospective
Jewish candidates for emigration from all over the European continent to various
educational programs in Israel. In the 1950s he was involved in research on Moroccan,
Jewish, and Berber children in collaboration with several members of the Genevan
school. Upon their arrival, the children were subjected to a series of tests, including IQ
tests. Their poor results did not surprise Feuerstein. However, he did question them and
noticed that whenever he intervened, the childrens performance improved.[6][7]
The improvement Feuerstein witnessed in victims after they received extra psychological
and educational attention made Feuerstein question current beliefs regarding the stability of
intelligence. What if, instead of measuring a childs acquired knowledge and intellectual
skills, the ability to learn was evaluated first? And what if intelligence was not a fixed
attributed, measurable once and for all? What if intelligence can be taught and was in fact
the ability to learn?[3] (p. 10) It was at this point that Feuerstein broke away from the
conventional thinking of his time. He elaborated new methods of evaluation as well as new
teaching tools. Today this is what is known as Dynamic Assessment.[3]
Feuerstein continued to gather data that supported his ideas about the importance of
education and meeting children's psychological needs in fostering success in school and
high intelligence scores. It was during this period that much of the psychological data
was gathered that contributed to my development of concepts of cultural differences and
cultural deprivations[3][4] Some children who were considered un-teachable reached the
stage where they were accepted at normal school and studied successfully. This period was
also seminal in the development of his working hypothesis concerning low functioning
children and their potential for change.
His interest came from observing the difficulties experienced by the new immigrant
students coping with unfamiliar learning environment that he saw as culturally "deprived.
He describes culturally different children as children who receive an adequate amount
and type of Mediated Learning Experience (MLE) in their native culture and who face
the challenges of adapting to a new culture. These children are expected to have good
learning potential. On the contrary, culturally deprived are those children who, for one
reason or another, were deprived on MLE in their native culture or children who show a
reduction in learning potential.[3][8][9]
Comparisons have also been made between Feuersteins theories and those of the Russian
psychologist Lev Vygotsky. Vygotsky viewed a childs interaction with the world as
mediated by symbolic tools provided by the given culture. Like the social psychologist,

Feuerstein gave further insight on cognitive functioning such as logical memory, voluntary
attention, categorical perception and self-regulation of behavior.[8] Feuerstein filled a
theoretical gap with his theory of Mediated Learning Experience in which he assigns the
major role to a human mediator. According to Feuerstein, all learning interactions can be
divided into direct learning and mediated learning. Learning mediated by another human
being is indispensable for a child because the mediator helps the child develop prerequisites
that then make direct learning effective.[4]
Although the Theory of Mediated Learning Experience which Feuerstein developed, the
heart of MLE is the theory of Structural Cognitive Modifiability which explains the
modifiability of deficient cognitive functions.[1] He argued that persons capability to learn
is not solely determined by ones genetic make-up; but is on the contrary, cognitive
enhancement is through mediation. "Cognitive enhancement in SCM refers not merely to
the development of specific behavior but also to changes of a structural nature" (i.e.
internal changes in cognition rather than external changes in behavior). Feuerstein said he
was deeply influenced by Rabbi Menachem Mendel Schneerson, whom he would
correspond with, and who would refer him patients.[10]
Unlike previous developmental psychologists, the focus of Feuersteins theories is the
development of normal versus low functioning children. According to Piaget, it is through
the normal childs own natural material actions and problem-solving experiences that mind
and intelligence eventually evolve toward the development of logic and abstract thinking.[11]
Feuerstein illustrates that the key to meaningful instruction for all children, particularly
young and low-functioning children, is the mediated relationship.[3]

The Theory of Structural Cognitive Modifiability and Mediated

Learning Experience
One of Feuerstein's main areas of focus is the theory of Structural Cognitive
Modifiability.
Structural Cognitive Modifiability (SCM) as a theory grew out of Feuersteins interest to
see people whose functioning was low and in certain cases extremely low, in turn became
able to modify themselves through cognitive processes, so that they could adapt themselves
to the requirements of society. Working with these people has made him aware that
modifiability is indeed possible; it was then that he tried to look for the theoretical basis for
strong empirical data. The theory of SCM has developed over the years, and has permitted
him to create a large variety of cognitive programs which serve as the pillars of the theory.
[3]

The theory of Structural Cognitive Modifiability is described as the unique propensity

of human beings to change or modify the structure of their cognitive functioning to adapt to
the changing demands of a life situation..[3] This capacity for change is related to two
types of human-environment interactions that are responsible for the development of
differential cognitive functioning and higher mental processes: direct exposure to learning
and mediated learning experience.

Over the years Feuerstein found that human development is not just biological, but from his
stand point, also socio-cultural. The theory of SCM originated on two concepts structure
and modifiability. Feuerstein considers these two concepts to be the primary reason for
behavioral manifestations of the mental and cognitive structures. The basis for the theory of
SCM is derived from three different subparts.[4]
1. The Human being is the outcome of a triple ontogeny biological, social-cultural and the
interactions of the mediated learning experience (MLE)
2. Model behavior represents states rather than traits of the organism, and leads to a new
and more adaptive definition of intelligence
3. Brain plasticity results in the generation of new structures, created through internal and
external behaviors
The theory SCM is based on a concept of human growth, which is characteristic of its
evolutionary nature and of the transformation of its cognitive potentialities into the
reasoning abilities and continuous search for solutions to the problems of diverse order
raised by its surroundings.[4]
At the heart of SCM lies the theory of Mediated Learning Experience (MLE), to which
Feuerstein attributes human modifiability. It is MLE which is a typical human modality of
interaction that is responsible to the unique character of the human being which is
structurally modifiable. Feuerstein offers a variety of conceptual tools including the
cognitive map, the deficient cognitive functions and the process orientation which marks
and shapes the applied aspects of the SCM theory.[2]
In the MLE modality, there are two formal models. One is the Behavioral Model of
Stimulus-Response (S-R). The other is from the Cognitive Model (Piaget) StimulusOrganism-Response (S-O-R). MLE has a universal meaning irrespective of language or
content in which the mediation interaction takes place.[2]
Feuerstein defines Mediated Learning Experience as a quality of human-environment
interactions. It is much more than a simple pedagogical model and entails the shaping of
cognitive process as a by product of cultural transmissions[2] As such it represents to
stimuli, is considered as the most pervasive way in which the organism-environment
interaction affects the organism. MLE, through which the interaction, humanenvironment, is mediated by a human being, whose intentionality transforms the three
components of S-O-R of what Piaget formed, into a meaningful way into a compatible
combination. Feuerstein places great emphases on the H is the human, O is Organism, R is
Response and S represents the Stimuli. Where H interposes himself between the S and the
O as well as between the O and the R, there is mediation.[2] This is what is known as S-HO-H-R theory
Feuerstein notes that MLE represents the unique feature of human interaction and as such it
is conceived of as the determinant of the auto plasticity of the human. MLE plays a major
role in determining the evolutionary trends and the considerable changes that take place in a

humans mental (cognitive) functioning. A lack of MLE deprives the organism of its auto
plasticity which may result in a lack of or reduced modifiability (example: in individuals
for whom the direct exposure is of an active operational nature).[2]
The theory of Mediated Learning Experience addresses the question, What are the
origins of differential cognitive development? This question involves examining the
organism (the learner) and the environment(the context in which the learning experience
occurs) and the two factors involved are either organic or environmental. Organic factors
consist of heredity, maturation level, and others. Environmental factors are sensory
stimulation, socio-economic status, and educational opportunities. This theory suggests that
these two types of factors constitute only distal determinants of cognitive development
(factors which cause the differential responses to the environment), while the Mediated
Learning Experience (or lack of) constitutes proximal determinants.
For MLE to occur, another human being (caregiver, parent, teacher, peer, etc.) interposes
him or herself between the stimuli (or the learners response) and the learner with the
intention of mediating the stimuli or response to the learner. This intervention is termed
mediation. The mediator (for a child, initially the mother or another nurturing parent figure)
modifies a set of stimuli by effecting qualities of intensity, context, frequency, and order,
and at the same time arouses the childs vigilance, awareness, and sensitivity. Inadequate
MLE leads to cognitive functions that are undeveloped, poorly developed, arrested,
impaired, or seldom and inefficiently used.
Clinical experience with the LPAD and FIE has enabled the development of an inventory
of deficient cognitive functions, which are categorized across the Input, Elaboration, and
Output Phases of the mental act. Deficiencies of the mental act can impair one phase or all
phases, but not all of the time.

The Cognitive Map

Another important conceptual tool of the dynamic assessment process is the need to
understand the relationship between the characteristics of the task and the performance of
the subject. The cognitive map describes the mental act in terms of several parameters
that permit an analysis and interpretation of a subjects performance by locating specific
problem areas and producing changes in corresponding dimensions. The manipulation of
these parameters becomes highly important in the subject-examiner interaction, by helping
the examiner to form and validate hypotheses regarding the subjects performance
difficulties. There are seven parameters to the cognitive map:[12]

Content of the mental act

Modality or language in which the mental act is expressed
Cognitive operations required for the mental act
Level of complexity
Level of abstraction
Level of efficiency with which the mental act is performed

The cognitive map is an important element in the process of dynamic assessment and the
use of the LPAD. It is reflected in the construction of the LPAD instruments and in the
examiners choice regarding the order of the instruments to use with the subject, the
amount of time and the extent of focus within the instrument, and the nature and type of
mediation to offer within the functioning of the instrument.

Dynamic Assessment: Learning Propensity Assessment Device

Dynamic assessment - Learning Propensity Assessment Device (LPAD) originally named
the Learning Potential Assessment Device is a dynamic approach, based on the theory of
Structural Cognitive Modifiability, used to assess cognitive functioning. Propensity
conveys the uniquely dynamic process of change, which is consistent with Feuersteins
concept of the nature of intelligence. In his conceptual view and in his methodology of
assessment, intelligence is the propensity of the individual to undergo changes in the
direction of higher levels of adaptability. This name change underscores the significance
of Feuersteins attempt to do away with any concepts that represent intelligence as related
to a reified objective entity, which by its nature must be considered measurable,
predictable, and fixed. The LPAD encompasses goals, functions, and methods, which are
substantially different from traditional, static, psychometric assessment methods.

Difference between IQ test and Dynamic Assessment

Central to the dynamic evaluation is the acceptance of the modifiability of functioning
instead of a belief in (or acceptance of) fixed and immutable characteristics of
intelligence or cognitive functioning. The LPAD is a systematic attempt to overcome the
limitation in standard tests and to provide a basis for making inference, based on prescribed
observations of particular tasks, regarding the nature and adequacy of the development of
cognitive functions.
Related to these inferences are additional specific appropriate questions:
1.
2.
3.
4.

What other obstacles to effective performance are observed?

How amenable to change are the observed deficiencies?
How much change can be expected?
What is the nature of the investment required to produce the desired changes
(content areas, modalities of response, phase of the mental act)?
5. How much investment is required to produce the desired change?
6. How much stability can one achieve with the desired change?
7. How much generalization can one achieve following mediation?
Three levels of inference are employed in the LPAD. They are: (1) evaluation of the level
of manifest functioning; (2) exploration of conditions under which manifest functioning
may be improved; and (3) assessment of modifiability by actually bringing about changes
in cognitive structure through meditation of functions and strategies, with subsequent
assessment of the effects of this meditation on generalization processes of thought and
manifest functioning.

Feuerstein and his colleagues believe that there are times and situations where normative
assessment is useful, as for example, when the performance of individual children is
compared with the average performance of individuals in normative samples to establish
baselines which then can be used to plan remediation strategies aimed at reaching goals
established for the normative group. Another potentially useful application of normative
comparison is for large program planning, curriculum development, and research on the
psychological and educational characteristics of large groups.
The theory of SCM and the understanding of learning propensity require a different
approach to assessment. There is abundant evidence that the assumptions associated with
normative assessment are untenable and that they contributed to restricting large numbers
of children, youth, and adults from receiving the education and therapeutic benefits to
which they are entitled and from which they can benefit. In other words, we need methods
by which it is possible to ask how individuals can be taught in such a way as to uncover and
make accessible their available learning potential, not whether individuals can learn.
The examiner working from the perspective of dynamic assessment is thus able to reframe
the critical assessment questions as following: Not:
1.
2.
3.
4.

What is the persons typical performance?

How much does this person know?
How well is the person likely to learn independently?
What areas of content have not been mastered?

But instead:
1.
2.
3.
4.

What is the persons maximal performance?

How can the person learn?
What teaching is needed to enable the person to learn at an acceptable level?
What process deficiencies underlie previous learning failure and how can these be
corrected?

The assessment strategy of the LPAD consists of two distinguishing features: (1) the
assessment as a fluid process of the persons thoughts, perceptions, learning; (2) the
carefully structured teaching of cognitive principles and processes followed by an
assessment of the way in which this activity modifies the subject in the direction of higher
capacity and greater efficiency on similar, although different, problems. The goals of the
assessment process are to:
1.
2.
3.
4.

Identify well-developed cognitive functions

Identify deficient cognitive functions
Assess the response to the teaching of cognitive principles and strategies
Estimate the kinds and amounts of investment needed to overcome cognitive
deficiencies
5. Sensitize both the examiner and subject to the processes involved in confronting and
coping with a variety of tasks.

The tools of the LPAD are designed and selected through the general strategy, which
requires a theoretical perspective, a methodological orientation, and the use of appropriate
tools on the subject because:
1. Each of them requires the use of one (or more) fundamentally important cognitive
process
2. Considered as a battery of instruments, they represent a broad range of specific
cognitive functions
3. They employ tasks and materials, which have been found to be intrinsically
attractive, interesting, and challenging, and which lend themselves to mediational
intervention
4. They have been used for dynamic assessment for many years and with a large
number of subjects and have thus been field tested and adapted for use in the
assessment of learning propensity
5. They represent tasks requiring differing levels of higher mental processes
6. They are controlled for content so that the subjects functioning is not dependent
upon familiarity or prior knowledge
7. They present a range of modalities of required responses
The instruments have been constructed to reflect the purpose and goals of evaluation in the
LPAD, as opposed to those of a static and normative assessment. There are four basic
changes reflected in the instruments:
1. Structure of the instruments: for each instrument, subjects are offered opportunities
to use (and the examiner to observe) cognitive prerequisites and strategies to master
the task
2. Subject-examiner interaction: the examiner uses the instruments in an active,
interventionist posture, offering mediation, creative and engaging interaction,
reinforcement, and feedback
3. Product to process orientation: the LPAD instruments shift the emphasis from
product to process that is, to a search for the reasons for a subjects success and
failure
4. Interpretation of results: global or generalized scores are replaced by an active
search for the peak of a subjects functioning and the creation of a detailed profile
of performance that describes the subjects cognitive functions and deficiencies
Each instrument is constructed according to the same structural principle. A task, problem,
or situation is selected whose mastery requires not only specific problem solving behaviors,
but also the grasp of a given principle through the application of the relevant cognitive
operation. The operation may be categorization, serration, permutation, logical
multiplication, analogical or syllogistic reasoning, or any number of others. The appropriate
use of an operation depends upon prerequisite cognitive functions as well as upon
attitudinal and motivational factors. The language or modality in which the task is
presented may be pictorial, numerical, figural, graphic, verbal, or logic-verbal.
The instruments can be grouped according to their primary focus regarding modality or the
general mental operations required: Organization of Dots and Complex Figure Drawing

focus on visual-motor and perceptional organization; Positional Learning Test, Plateaus,

Associated Recall, and 16 Word Memory Test focus on memory, with a learning
component; Ravens Progressive Matrices (colored and standard), Set Variation B-8 to B12, LPAD Set Variation I and II, Representative Stencil Design, Numerical Progression and
the Organizer involve higher cognitive processes and mental operation.
Each instrument presents the subject with the need to respond to an initial task, carrying
within it the dimension just described. The initial task is then made progressively more
difficult by increasing its novelty and complexity. Subsequent tasks presented to the subject
within an instrument are varied by making changes in any one of the dimensions necessary
for mastery, by changing the situation or objects or relation among the objects, changing
the tasks language of presentation (modality), or changing the cognitive function and
operation needed to solve the problem.
The relationship between the theory of Structural Cognitive Modifiability and its derived
constructs of Mediated Learning Experience, the cognitive functions, and the cognitive
map, is interactive and dynamic. SCM represents the super ordinate theoretical structure;
the cognitive functions describe the qualities of the subject or learner to be observed; the
cognitive map describes the nature of the critically important interaction between the
examiner and the subject being assessed. Using the LPAD in a dynamic manner requires a
continuous interweaving of these elements, at both the theoretical and application levels.

Feuerstein's Instrumental Enrichment Programs - Standard and

Basic
The Feuersteins Instrumental Enrichment Standard program is a cognitive
intervention/enrichment that can be used both individually and in a classroom framework.
Feuerstein uncovered the needs for specific teaching methods (Mediated Learning
Experience) that would ground his work in an educational format. To this end, he
developed 14 pencil and paper tasks (known as tools or instruments), with increasing
difficulty and which are independent of any content. These content free tasks are designed
to be used by trained educators to increase cognitive function and build habits for effective
and efficient thinking in students. When a child is weak in use of any functions, for
whatever reason, it is necessary that a teacher or other helping professional mediate the
development.[citation needed]

FIE Standard
The FIE Standard program goals is to correct deficiencies in fundamental thinking skills,
and to provide students with the concepts, skills, strategies, operations and techniques
necessary to function as independent learners. It aims to increase their motivation, metacognition. Deliberately free of specific subject matter, the tasks in the instruments are
intended to be transferable (bridged) to all educational and everyday life situations.[weasel words]
To date FIE program has been successfully used across the world in the following
frameworks:

Remedial programs for special needs children.[13][14][15]

Cognitive rehabilitation of brain injured individuals and psychiatric patients.[16]
Learning enhancement programs for immigrant and cultural minority students.[17]
Enrichment programs for underachieving, regular and gifted children.[16][18]
Professional training and retraining programs in the industrial, military, and
business sectors.[18][19]

Research on the efficacy of this method has been conducted in several samples including
engineers at a Motorola (USA) plant,[20] impoverished students in rural communities (Bahia,
Brazil),[21] deaf, non-literate immigrants (Ethiopia),[22] Autistic[16] and Down Syndrome
children (Jerusalem),[23] low-performing high school math students (Cleveland, Ohio,
USA),[24] weak readers in middle grades (Portland, Oregon, USA),[23] and many other
groups. FIE was included into the package of educational reform programs recommended
by the US Department of Education[citation needed]. Due to its long history and application, FIE
Standard is one of the most researched of the cognitive intervention programs, with over
one thousand related publications and hundreds of analyses on the performance of FIE in
varied settings and populations.[25] FIE is considered suitable for individuals with
disabilities and those who are considered normal and gifted; cognitive gains are seen in
all three categories of students who undertake FIE.[25] The program is designed to help
people of all ages, not just students.[18][26]

FIE-BASIC
In 2000, Feuerstein added FIE-BASIC to prevent learning problems in younger children (3
to 8 years old) and to help low performing older children.[27] Feuerstein claims that learning
problems may be prevented through early, developmentally appropriate, intervention as
well as the emerging brain research.[citation needed] In order to achieve these goals, an emphasis
is placed on a systematic exposure of selected and necessary content areas. Specific skills
are mediated and transformed into working concepts that build subsequent learning and
development and the process of how to think.
The FIE- BASIC program includes a total of 7 instruments[27] taught over 24 years
depending on the learners needs and/or the development of implementation. Each focuses
on specific cognitive functions that are the pre-requisites to successful school learning,
especially in literacy and mathematics. It is designed to be used in a classroom group
setting, for smaller groups of targeted learners, and as a one-to-one therapeutic intervention.
The use of the FIE-B can be a preparation for the use of the FIE-Standard (mentioned
above), taking students to higher levels of mental processing and cognitive functioning.
Projects throughout the State of Alaska Head Start Program (USA),[28] Holly, Michigan
(USA)[29] and in Israel,[30] Britain,[31] Italy,[32] India,[33] and Japan[34] are exploring the
applications of the Basic instruments with young children and students with special needs,
especially as a way to avoid the over-categorization of students as learning disabled.[citation
needed]

Quotes
In 1976, four years before the publication of the first edition of Instrumental Enrichment,
the Record, a journal of the NIH-US Department of Health, Education and Welfare, hailed
the exciting, highly imaginative project by Dr. Feuerstein then being funded by the
National Institute of Child Health and Human Development for showing that intervention
even in adolescents is not too late.
NICHD Scientists Prediction The program (Instrumental Enrichment) holds great
promise for improving learning skills of millions of mildly retarded, culturally
disadvantaged adolescents in our school systems and for the more precise identification
and placement of children based upon what they can learn rather than what have learned.
(From N.I.H. Record, September 21, 1976, Vol. XXVIII, no. 19)
Michael, J. Begab, Head of the Mental Retardation Research Center of The NICHD,
(1980) Feuerstein has introduced a determinate of cognitive development that is not
part of Piagetian theory and more importantly has converted a descriptive system into a
instructional and operational one. The author has achieved this very difficult goal through
an unusual blend of talents: clinical acumen and insight of the highest order; a wealth of
experience with troubled and handicapped children and youth from diverse cultures; a gift
for conceptualization and integration of theory; ingenuity; resourcefulness and open
mindfulness; and above all, total commitment to the worth and dignity of all human beings
and to their capacity for positive change. Feuerstein has spectacularly bridged the gap
from research to practice and provided educators with effective tools for improving the
performance of children with a range of learning deficits. (From Instrumental Erichment
(1980)Version)
"Reuven Feuerstein is one of a handful of educational thinkers and practitioners who has
made a significant, lasting contribution to our understanding of human learning.
Howard Gardner, Harvard Graduate School of Education
A highly innovative and immensely hope-inspiring work. . . . From the Foreword by
John D. Bransford, University of Washington, College of Education

Awards
1986, Detroit Public Schools, Special Commendation[35]
1990, Mdaille d'Or of Aix-les-Bains, France[35]
1990, Mdaille d'Or of Nevers, France[35]
1991, Variety Clubs International Humanitarian Award, Vancouver, Canada[35]
1991, Chevalier dans l'Ordre des Palmes Acadmiques, France[35]

1991, Yakir Yerushalaim (Distinguished Citizen of Jerusalem)[36]

1992, New York Academy of Sciences[35]
1992, Israel Prize, for social sciences.[37]
1997, Honor al estudio y la investigacion en el campo de la formacin professional.
National Organization for Professional Training. Valencia, Spain.[35]
1997, Special Resolution of Commendation, Assembly, State of California, USA[35]
1998, Miembro de honor; Universidad Diego Portales, Chile[35]
1999, Doctorate Honoris Causa, University of Turin, Italy[35]
2009, Doctorate Honoris Causa, Babe-Bolyai University, Cluj-Napoca, Romania[38]

See also

List of Israel Prize recipients

References
1.
2.

3.
4.
5.
6.
7.

8.

^ Jump up to: a b Feuerstein, R. (1990). The theory of structural

modifiability. In B. Presseisen (Ed.), Learning and thinking styles: Classroom
interaction. Washington, DC: National Education Associations.
^ Jump up to: a b c d e f Reuven Feuerstein, Pnina S. Klein, Abraham J.
Tannenbaum, ed. (1999). Mediated Learning Experience (MLE): Theoretical,
Psychosocial and Learning Implications. Freund Publishing House Ltd. ISBN 965294-085-2.
^ Jump up to: a b c d e f g h Feuerstein, R., Feuerstein, S., Falik, L & Rand, Y.
(1979; 2002). Dynamic assessments of cognitive modifiability. ICELP Press,
Jerusalem: Israel.
^ Jump up to: a b c d e Feuerstein, R. Rand, Y., Hoffman, M.B., & Miller, R.
(1980; 2004). Instrumental enrichment: An intervention program for cognitive
modifiability. Baltimore, MD. University Park Press.
^ Jump up to: a b Ten, Oon-Seng & Seng, A. (2005). Enhancing cognitive
function. Mc Graw Hill Education, Asia
Jump up ^ Richelle, M. and Feuerstein, R. (Under direction of Prof. Andre
Rey, and in Jeannet) (1957). Enfants Juifs Nord-Africans. Tel Aviv: Youth Aliyah.
collaboration with M.
Jump up ^ Feuerstein, R. & Richelle, M. (Under direction of Prof. Andre
Rey, and in collaboration with M. Jeannet) (1963). Children of the Mellah: Sociocultural deprivation and its educational significance. Jerusalem: Szold Foundation
(in Hebrew).
^ Jump up to: a b Vygotsky, L.S. (1978). Mind in society: The development
of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E.

Souberman, Eds & Trans.). Cambridge, MA: Harvard University Press (original
work published 1930-33).
9.
Jump up ^ Feuerstein, R. (1970). A dynamic approach to causation,
prevention and alleviation of retarded performance. In H.C. Haywood (Eds.) Socialcultural aspects of metal retardation (p. 341-77), New York: Appleton-CenturyCorfts.
10.
Jump up ^ Video of interview
11.
Jump up ^ Piaget, J. (1956). The psychology of intelligence. Totowa, NJ:
Littlefield, Adam and Co.
12.
Jump up ^ "ICELP: Basic Theory". Retrieved November 13, 2011.
13.
Jump up ^ Lurie, Lea; Kozulin, Alex. "DIDACTICS OF TEACHING
INSTRUMENTAL ENRICHMENT TO CHILDREN WITH SPECIAL NEEDS".
Retrieved November 12, 2011.
14.
Jump up ^ "iRi Supports Oshkosh Charter In Quest to Become a
Feuerstein-Centered Enriched Learning School". International Renewal Institute.
Retrieved November 13, 2011.
15.
Jump up ^ "iRi Builds Maryville Academy Jen School into a 21st Century
Enriched Learning School". International Renewal Institute. Retrieved November
13, 2011.
16.
^ Jump up to: a b c Martin, David (July 2009). "Summary of Evaluation and
Research Studies on Effects of Instrumental Enrichment". Retrieved November 13,
2011.
17.
Jump up ^ Feuerstein, Reuven (Summer and Fall 1998). "Educational
Intervention with New Immigrant Students from Ethiopia at the Caravan Parks
"Hatzrot Yassaf" & "Givat HaMatos"". Retrieved November 13, 2011.
18.
^ Jump up to: a b c "Who Can Benefit?". The Feuerstein Centre for the
Making of Man. Retrieved November 19, 2011.
19.
Jump up ^ "ICELP Services: Army Volunteers". Retrieved November 13,
2011.
20.
Jump up ^ "UK: Instrumental Enrichment/Borsum & Franke LO16629".
Retrieved November 13, 2011.
21.
Jump up ^ Kozulin, Alex. "Cognitive Enrichment of Culturally Different
Students: Feuerstein's Theory". Retrieved November 13, 2011.
22.
Jump up ^ Lurie, Lea; Kozulin, Alex (1995). "Application of Instrumental
Enrichment Cognitive Intervention Program with Deaf Immigrant Children from
Ethiopia". Retrieved November 13, 2011.
23.
^ Jump up to: a b "About Feuerstein: Instrumental Enrichment". International
Renewal Institute. Retrieved November 13, 2011.
24.
Jump up ^ "Algebra Professional Learning Program + Critical
Thinking/Feuerstein's Instrumental Enrichment (FIE) = Improved Graduation Math
Test Scores In Cleveland High Schools". International Renewal Institute. Retrieved
November 12, 2011.
25.
^ Jump up to: a b Ben-Hur, Meir. "Feuerstein's Instrumental Enrichment:
Better Learning for Better Students". Retrieved November 13, 2011.
26.
Jump up ^ Feuerstein, Reuven; Falik, Louis. "Cognitive Enhancement and
Rehabilitation for the Elder Population: Application of the Feuerstein Instrumental
Enrichment Program for the Elderly (FIE-E)". Retrieved November 12, 2011.

^ Jump up to: a b "FIE Basic Instrumental Enrichment for Young Children

(3-8 years)". The Feuerstein Centre for the Making of Man. Retrieved November
19, 2011.
28.
Jump up ^ "iRi in Alaska: Feuersteins Instrumental Enrichment Yields
Dramatic Advancement in Young Childrens Critical Thinking Ability, Motor
Skills, and Language Development". International Renewal Institute. Retrieved
November 12, 2011.
29.
Jump up ^ "Response to Intervention (RTI) Program Significantly
Enhanced with Feuersteins Instrument Enrichment: iRi Partners with Michigan
School District and Intermediate School District". International Renewal Institute.
Retrieved November 12, 2011.
30.
Jump up ^ "ICELP Group Assessment in Schools". Retrieved November
12, 2011.
31.
Jump up ^ "The Hope Centre: About". Retrieved November 12, 2011.
32.
Jump up ^ "Fondazione Pierfranco e Luisa Mariani neurologia infantile
Partnership". Retrieved November 12, 2011.
33.
Jump up ^ "Alpha to Omega Learning Centre". Retrieved November 12,
2011.
34.
Jump up ^ Ashizuka, Eiko (December 20, 2010). "Message of Hope
brought to Japan". Retrieved November 19, 2011.
35.
^ Jump up to: a b c d e f g h i j "Professional Team: Reuven Feuerstein: Ph.D Chairman". icelp.org. Retrieved November 12, 2011.
36.
Jump up ^ "Recipients of Yakir Yerushalayim award (in Hebrew)". City of
Jerusalem official website
37.
Jump up ^ "Israel Prize Official Site - Recipients in 1992 (in Hebrew)".
38.
Jump up ^ Szamoskzi, Stefan. "Laudatio for Professor Reuven Feuerstein,
Ph.D.". Retrieved November 12, 2011.
27.

External links

"Reuven Feuerstein - The Man, Method, and Applications"

"Reuven Feuerstein Books and Feuerstein Instrumental Enrichment Student
Materials"
"Teaching and Learning Intelligence"[dead link]
"Feuerstein's Instrumental Enrichment (FIE) as a Model for School Reform" by
Mier Ben-Hur, International Renewal Institute
"Feuerstein's Instrumental Enrichment Basic" by Meir Ben-Hur, International
Renewal Institute
"An Educational Pioneer Who Proved that All Students Can Learn How to Learn In
Spite of Their Impulsive Behavior, Disconnected Thinking, and Low
Motivation"[dead link]
"Quality in Education According to the Teachings of Deming and Feuerstein" by
Myron Tribus
"Letters from Jerusalem" Myron Tribus diary of attendance at Mediated Learning
sessions[dead link]
"The Application of the Structural Cognitive Modifiability Theory with Learners
with Down's Syndrome in an Educational Framework" by Israela Even-Chen

"Dr. Reuven Feuerstein, addresses NUA national conference (video)"

"Teaching Intelligence"
"Reuven Feuerstein: A Man For Peace"

Bibliography
Books[show]
Chapters, articles, and manuals