Bibliography of Books

on the theories of MLE, LPAD and IE, their applied systems & research

Beltrán Martinez, J.M., Lebeer, J., Garbo, R. (Eds.) (1998). Is Intelligence Modifiable? Madrid: Bruno.
Proceedings of the International Congress of the European Association of Mediated Learning and Cognitive Modifiability (Madrid, 1995).
The papers focus on different concepts of intelligence, models of cognitive intervention, and applied aspects of mediated learning. The proceedings are intended for a professional audience of educators and psychologists.

Ben-Hur, M. (Ed.) (1994). On Feuerstein’s Instrumental Enrichment: A Collection. Palatine, IL: IRI/Skylight.
Collection of papers written by an international group of researchers on theoretical and applied aspects of Instrumental Enrichment (IE). Evaluation of the empirical status of IE, comparison between IE and other cognitive education programs, application of IE with culturally different and minority students. The book is required reading for IE practitioners and students attending IE training, but can also be of interest for a wider community of educators.

Blagg, N. (1991). Evaluation of Instrumental Enrichment in England - Can We Teach Intelligence? A Comprehensive Evaluation of Feuerstein’s Instrumental Enrichment Program. Hillsdale, N.J.: Erlbaum.
Critical evaluation of the application of the Instrumental Enrichment (IE) program in the U.K. Analysis of factors contributing to the success or failure of the application, such as teacher motivation, teacher training, program supervision, etc. The book is intended for educational researchers, educational program developers, as well as IE practitioners and students.

Burden, R. and Williams, M. (Eds.) (1998). Thinking through the Curriculum. London: Routledge.
Collection of papers on cognitive education programs in different subject areas such as mathematics, science, reading, history, music and art. The role of Instrumental Enrichment in teaching English as a foreign language. Intended audience includes both educational researchers and practitioners.

Feuerstein, S. (2002). Biblical and Talmudic Antecedents of Mediated Learning Experience. Jerusalem and Ashkelon: ICELP Press & Ashkelon College.
The goal of this book is to identify those elements of traditional Jewish education that are compatible with the principles of mediated learning experience. This goal is achieved through textual, historical, and theoretical analysis of Jewish religious texts related to the issues of instruction, learning, argumentation, and dialogue. The book is of interest to historians and researchers of Jewish education, as well as teachers.

Garb. E. (A. Kozulin – scientific advisor) (1998). “I think, therefore…I read” – Cognitive approach to English teaching (student’s workbook and teacher’s guide). Jerusalem: Academon.
The principles of mediated learning and Instrumental Enrichment are used for developing cognitively oriented learning materials in English as a foreign language. The student’s workbook responds to the need of young adults who prepare for basic English matriculation exams. The teacher’s guide provides didactic methods for “bridging” general cognitive strategies to specific English material.

Haywood, C. & Tzuriel, D. (Eds.) (1992). Interactive Assessment, New York: Springer.
Contributors of chapters to this edited volume offered different approaches and methods aimed at developing dynamic or interactive assessment of learning potential. Research findings are reported for populations including mentally retarded, deaf, learning disabled, penitentiary inmates, underachieving and minority students. The book is addressed to clinical and educational psychologists and researchers in the field of assessment and learning.

Howie, D.R. (2003). Thinking about the Teaching of Thinking. Wellington: New Zealand Council of Educational Research.
The book provides a broad introduction to the theory of mediated learning experience and its applied systems. Feuerstein’s ideas are discussed in the wider context of current theories of assessment and enhancement of learning and thinking (e.g. information processing approach of Robert Sternberg and Vygotsky’s sociocultural theory). Research finding of the mediation and cognitive enhancement of Maori school children are reported. The book can be used as a text for university level courses in mediated learning.

Klein, P. (Ed.) (1996). Early Intervention. Cross-Cultural Experiences with a Mediational Approach. New York: Garland.
Using the theory of Mediated Learning Experience the author explores the mediated interactions between parents and their children. Empirical results are presented regarding the influence of parental mediation on the development of infants with very low birth weight. The program of training parents to be mediators to their children and its implementation in Israel, Ethiopia, Indonesia, Sweden and USA is presented. Intended for specialists in child development and education.

Klein, P. (Ed.) (2001). Seeds of hope: 12 years of early intervention in Africa. Oslo: Unipub.
The book summarizes the main results of 12 years of child development research focusing on the long-term effects of early family-based intervention in slum areas in Adis Ababa, Ethiopia. The early intervention was based on the principles of mediated learning incorporated in the MISC (More Intelligent and Sensitive Child) program. The book is intended for researchers, teachers and students in the field of child development and pre-school education.

Kozulin, A. (Ed.) (1997). The Ontogeny of Cognitive Modifiability: Applied Aspects of MLE and IE. Jerusalem: ICELP.
Edited volume whose chapters focus on applied aspects of the MLE and Instrumental Enrichment: Regular classroom applications, applications in industry and community, and clinical applications with psychiatric, neurological and elderly populations. New mediation technologies including IE tools for blind learners. Recommended for students and practitioners familiar with the basic MLE theory and techniques.

Kozulin, A. (1998). Psychological Tools. Cambridge, MA: Harvard University Press. (Spanish Translation, Instrumentos Psicologicos. Barcelona: Ediciones Paidos).
The book explores the relationships between Vygotsky’s sociocultural theory and Feuerstein’s theory of mediated learning experience. The Instrumental Enrichment program and other cognitive enrichment approaches are analyzed from the perspective of psychological tools. Research data is presented regarding the special educational needs of new immigrant students. Recommended for educational researchers and students.

Kozulin, A. & Rand, Y. (Eds.) (2000). Experience of Mediated Learning: An Impact of Feuerstein’s Theory in Education and Psychology. Oxford: Elsevier Science.
In this Festschrift researchers from different countries provide a wide-ranging account of the impact made by Feuerstein’s ideas on contemporary education and psychology. The issues discussed include: the nature and evaluation of intelligence, cognitive education, teachers’ thinking and reflective skills, dynamic assessment and treatment, reading, emotional problems and counseling. The book is intended for graduate students, psychologists and educational researchers.

Lebeer, Jo (1994). You Are More Than Your Brain. Utrecht, Netherlands: University of Humanist Studies.
This Ph.D. thesis published in a book format challenges the traditional thesis that the level of dysfunction is proportional to the amount of the impairment of one’s brain tissue. Examining a number of well-documented cases of children with severe brain damage, the author advances the thesis regarding the dramatic brain plasticity and the role of mediated learning in the enhancement of cognitive and behavioral skills in brain injured individuals. The book is recommended for neuro-psychologists, students, researchers and practitioners in the field of rehabilitation.

Lebeer, Jo & Garbo, R. (Eds.) (1994). In Search of Learning Potential: Proceedings of the First Congress of the EAMS. University of Antwerp Press.
Proceedings of the First Congress of the European Association of Mediated Learning and Cognitive Modifiability (Antwerp, 1993). The papers focus on different concepts of intelligence, models of cognitive intervention, and applied aspects of mediated learning. The proceedings are intended for a professional audience of educators and psychologists.

Lebeer, Jo (Ed.) (1998). Developing individual learning processes. Abstracts of European Seminars. University of Antwerp Press.
Abstracts of papers presented at the European Seminar on MLE (Bordeaux, 1996). The topics range from social and educational inclusion, to relationships between MLE and the psychoanalytic approach, and the issues of teacher training. The presentations are intended for a professional audience of educators and psychologists.

Lebeer, Jo. (2001). INSIDE Project. Booklet 1: Learning to think together; Booklet 2: The art of cognitive bricklaying.
The booklet argues why inclusive education is better for cognitive, academic and social development, provided a number of conditions are met. Project INSIDE is introduced with a comparison of its three main components: Feuerstein’s theory of MLE, the Portsmouth systems of early language and reading training and the Nyborg’s Concept Teaching Model. Intended for practitioners in the field of education, welfare and social integration.

Lidz, C. (Ed.) (1987). Dynamic Assessment: An Interactional Approach to Evaluating Learning Potential. New York: Guilford.
Edited volume that presents a number of approaches to conceptualization and operationalization of learning potential assessment including Feuerstein’s LPAD model, Budoff’s training-based assessment, Brown and Campione graduated prompt, and others. The relationship between dynamic and static assessments is discussed including the issues of reliability and validity. The book is recommended for students, researchers and practitioners in the field of psycho-educational assessment and treatment.

Lidz, C. and Elliott, J. (Eds.) (2000). Dynamic Assessment: Prevailing Models and Applications. Oxford: Elsevier.
This edited volume brings together the work of designers of dynamic assessment procedures from different countries. Research data is presented on dynamic assessment of infants, toddlers, kindergarten and primary school age children, students with learning disabilities, mental retardation, and brain injured adults. About half of the procedures use some of the LPAD instruments, while the rest present their own assessment tools. The book is recommended for students, researchers and practitioners in the field of psycho-educational assessment and treatment.

Luther, M., Cole, E. and P. Gamlin. (Eds.) Dynamic Assessment for Instruction. Toronto: Captus University Publications.
Collection of papers discussing cultural diversity, educational equity and classroom based assessment. The use of dynamic assessment as a basis for more equitable evaluation of learning potential in culturally different students. Dynamically oriented cognitive intervention studies are presented including those of Instrumental Enrichment. The book is intended for students, educational researchers and practitioners.

Martin, D. S. (Ed.) (1985). Cognition, Education and Deafness. Washington DC: Gallaudet College Press.
Collection of papers written by experts in deafness dealing with all aspects of cognition. Several chapters relate to results of using the Instrumental Enrichment program with deaf high school students, both from research and methodology standpoints. The book is intended for researchers and practitioners in the field of deaf education.

Martin, D. S. (Ed.) (1991). Advances in Cognition, Education and Deafness. Washington DC: Gallaudet University Press.
Contributions to this edited volume provide a broad picture of the cognitive processes of the deaf learners. Several chapters relate to the results of the Instrumental Enrichment research with high school and university level students. The book is intended for researchers and practitioners in the field of deaf education.

Narrol, H. & Gilbon, S.T. (1984). The Fourth “R”, Uncovering Hidden Learning Potential. Baltimore: University Park Press.
A popular introduction to Feuerstein’s theory of mediated learning experience and its applied systems. The book provides illustrative case studies of how the learning potential of illiterate, dyslexic, learning disabled, brain injured and mentally retarded children can be revealed and enhanced. The book is intended for the general public, but primarily for parents of children with special needs and their teachers.

Samuda, R., Feuerstein, R., Kaufman, A., Lewis, J., Sternberg, R. (1998). Advances in Cross-Cultural Assessments. Thousand Oaks, CA: Sage.
Each of the authors offers his/her assessment model suitable for culturally different children and adults. The models include: Kaufman’s K-ABC battery aimed at the assessment of simultaneous and successive information processing and achievement; Feuerstein’s dynamic assessment of learning potential (LPAD), Sternberg’s Triarchic Intelligence Test focusing on analytic, creative and practical intelligence, and System of Multicultural Pluralistic Assessment (SOMPA). The book is recommended for students, researchers and practitioners in the field of psycho-educational assessment and multicultural education.

Sharron, H. (1994). Changing Children’s Minds: Feuerstein’s Revolution in the Teaching of Intelligence. Birmingham: Souvenir Press.
Popular introduction to Feuerstein’s theory and its educational applications. Historical account of Feuerstein’s work with new immigrant children from North Africa in Israel. Description of the dynamic assessment and Instrumental Enrichment (IE) tools. A review of research findings regarding the effectiveness of IE program in different countries. The book is intended for a wider audience of educated readers interested in learning about Feuerstein’s work.

Seok-Hoon Seng, A., Kwee-Hoon Pou, L., Oon-Seng Tan (Eds.)(2003). Mediated Learning Experience with Children: Applications across contexts. Singapore: McGraw-Hill Education Asia.
Written by cognitive education, psychology and child development specialists, chapters in this edited volume present an updated and multi-dimensional perspective on the theory of MLE. Special emphasis is put on early intervention, peer-mediation, children with learning disabilities and autistic features. The book is recommended for students, researchers and practitioners in the field of developmental psychology, pre-school and primary school education.

Williams, M., & Burden, R. (1997). Psychology for the Language Teacher. Cambridge: Cambridge University Press.
The book presents an interface between educational psychology and the tasks facing language teachers. The constructivist approach, cognitive strategies and the theory of Mediated Learning Experience occupy the central position in this presentation. The book is intended for teachers as well as educational researchers.

In Catalan
Gallifa I Roca, Josep (1990) Feuerstein: Perspectiva Teorica, Programa d’Enriquiment Instrumental I sistema per a l’avaluacio pel potencial d’aprenentatge. Moia, Spain: Raima.
Brief introduction to the theory of mediated learning experience and its applied systems, Learning Potential Assessment Device and the Instrumental Enrichment program. Can be used as an introductory text for students and professionals studying IE or/and LPAD.

In Dutch
De Jager – Ruijuters, M. & L., J. (1994). Denken Kun Je Leren (You Can Learn How To Think). Den Haag: Sardes.
Introductory text for Dutch teachers presenting Feuerstein’s theory of Mediated Learning Experience and its applied systems. Includes samples of Instrumental Enrichment tasks.

Lebeer, J., Weedaege, A., Lamoral, P., Dewitte, L. & Lenoir, M.P. (1993). Het Instrumenteel Verrijkingsprogramma Van Feuerstein IE Manual. Credit Project: WILRIJK, Belgium.
Manual for application of Instrumental Enrichment (IE) program in educational and clinical settings. Didactics of mediation of IE tasks to students. Intended for students and professionals participating in IE training.

Steinert, I. & Reijters, Manon (1993). Leren denken, denkened leren. The Hague, SARDES.
Introductory text intended for Dutch educators. Main principles of Feuerstein’s theory of Mediated Learning Experience are presented, including the list of deficient cognitive functions and the cognitive map. Includes samples of Instrumental Enrichment tasks.

Van Dijk, P. & van Doorn, E. (2004). Ontwikkelingsgericht begeleiden in alledaagse situaties. Soest, The Netherlands: Uitgeverij Nelissen.
The book provides brief introduction to the theory of Mediated Learning Experience and demonstrates how the principles of MLE can be used in the development of daily life skills of children and adults with serious intellectual and learning problems. The material is organized around specific criteria of mediation. Illustrative case studies are provided. Intended as a manual for special education teachers and other professionals working with special needs populations.

In French
Avanzini, G., Martin, J. & Paravy, G. (Eds.) (1990). Pédagogies de la médiation: Autour du P.E.I. Lyon, Chronique Sociale.
Proceedings of the conference (Aix-les-Bains, 1989) on the application of the principles of mediated learning experience and the Instrumental Enrichment program with various populations including regular secondary school students, young adults in vocational training, university students, workers and technicians from different industries. Intended for professionals and researchers involved in the application of the MLE theory and the IE program.

Camusso, D. (1996). Développement Cognitif et Entreprise. Paris: L’Harmattan.
The book offers an introduction to Feuerstein’s theory and its applied methods and discusses its relevance to the training process in the context of industrial enterprise. A number of scales and questionnaires aimed at registering and analyzing the mediational process and its influence on workers’ performance. Intended for professionals interested in applying Feuerstein’s methods in industrial settings.

Camusso, D. (2001). L’adaptabilité, un défi pour l’entreprise. Paris: L’Harmattan.
Discussion of the importance of management and professional adaptability, and analysis of methods to increase them. A person’s adaptability is his/her ability to learn and this can be developed through training, work organization and management.

Cardinet, A. (1995). Pratiquer la médiation en pédagogie. Paris: Dunod.
The author offers in-depth theoretical analysis of the concept of mediation and its place in educational practice. Different interpretations of the concept of “mediation” compared to Feuerstein’s theory of Mediated Learning Experience. Intended for students and researchers in the field of psychology, human relations, and education.

Cardinet, A. (2000). Ecole et Meditations. Remonville: Eres.
The book explores different interpretations of the concept of “mediation” in contemporary French research and professional literature. Feuerstein’s theory of Mediated Learning Experience is presented and its relevance to the problems facing French education is discussed. Illustrative vignettes serve to demonstrate the application of Feuerstein’s methods in classroom teaching of content subjects. Intended for educational researchers and professionals.

Debray, Rosine, (1989). Apprendre à penser: Le Programme d’Enrichissement Instrumental de R. Feuerstein, Paris, Editions ESHEL
Considered to be the first widely disseminated French work on Instrumental Enrichment and its applications. The first part presenting the theoretical background of cognitive educability, is followed by a systematic description of the IE instruments. The author then goes on to analyze different applications of the program for different sectors of the population. Appendices include findings of psychometric assessments carried out for each of the applications.

Loarer, E., Chartier, D., Huteau, M., Lautrey, J. (1995). Peut-on éduquer l’intelligence? L’évaluation d’une méthode d’éducation cognitive. Bern: Peter Lang.
Experimental evaluation of the Instrumental Enrichment program in industrial setting, including comparison with the effects of information processing computer-based program. Evaluation included cognitive performance, cognitive style and personality measures. The book is intended for researchers and professionals in the field of assessment, human resources, and adult education.

Loupan, M. (2003). La voyage d’Anton: Histoire vecue. Paris: Presses Renaissance.
The book presents a touching personal account written by the mother of a child suffering from serious learning and communication problems. From the stage of early uncertainty regarding the child’s diagnosis and prospects the story develops into the narrative regarding Feuerstein’s assessment and treatment of the child and dramatic changes observed in his behavior. Intended for the general public, but can be particularly important for parents of children with special needs.

Paravy, G. & Avanzini, G. (Eds.)(1996). Médiation éducative et éducabilité cognitive: Autour du PEI. Lyon: Chronique Sociale.
Edited volume addressing theoretical and methodological problems of mediated learning, dynamic assessment and the Instrumental Enrichment program. The authors discuss a wide range of topics from the role of mediated learning in vocational training to the relationship between psychoanalysis and Instrumental Enrichment. Intended for professionals in the field of MLE and educational researchers.

In Hebrew
Gavish, T. (1996). Lilmod Lachshov. (Learning to Think). Haifa: Ah Publishers.
The author discusses the application of the principles of mediated learning experience and the Instrumental Enrichment program in the classroom, particularly in teaching mathematics for primary and middle school students. Specific didactic strategies are presented and illustrated through educational vignettes. Intended for pre-service and in-service teachers.

Gavish, T. (1998). Lachshov, Lehavin, Lehazliach. (To think, understand and succeed). Haifa: Ah Publishers.
The author addresses the question of how to turn the process of learning mathematics into a thinking experience. The principles of mediated learning experience and Instrumental Enrichment are used for developing didactic approaches for teaching fractions, proportions and other topics of primary and middle school mathematics. Intended for pre-service and in-service teachers.

Tzuriel, D. (1998). Hishtanut Sichlit. Ivchun dinami shel yecholet halemida. (Cognitive Modifiability, Dynamic Assessment of Learning Potential). Sifriat Poalim Publishing House.
Introduction to the theory and practice of dynamic cognitive assessment with particular emphasis on the pre-school age. Description and research on the assessment instruments developed by the author focused on modifiability of children’s analogical, inferential, and seriational thinking. Intended for students, practitioners and researchers in the field of educational psychology.

Tzuriel, D. (Ed.)(1999). Hitnasut blimida metavehet. (Mediated Learning Experience: Theory, applications, and research). Haifa: Ah Publishers.
Chapters in this edited volume cover a wide range of topics within the mediated learning experience paradigm, from the dynamic assessment of pre-school children, to the influence of the Instrumental Enrichment program on cognitive performance of new immigrant students from Ethiopia to the use of MLE approach in teaching reading. The book is intended primarily for practitioners in the field of regular and special education and therapists.

In Italian
Bonansea, G. Damnotti, S. & Picco, A. (1986). Oltre Insuccesso Scolastico – Analisi e Proposte Didattiche. Torino: Societa’ Editrice Internazionale.
The book addresses a wide range of issues pertaining to special education, school failure, medical model of disability, and compensatory programs. Introduction is provided to the theory of mediated Learning Experience, Learning Potential Assessment Device and the Instrumental Enrichment program. Intended for students and professionals in the field of education and psychology.

Damnotti, S. (1993). Como si puo insegnare l’intelligenza.Terano: Guinti Liscani Editori.
The author discusses new developments in the research on neuronal plasticity that support an optimistic attitude toward human modifiability. The principles of mediated learning experience are discussed as well as their use in the context of the Instrumental Enrichment program. Illustrative vignettes demonstrate the instances of parental mediation. Intended for a wide educated audience.

Di Mauro, M. (Ed.) (2001). Nuove metodologie per le formazione, l’integrazione e lo sviluppo della persona. Roma: Anicia.
This edited volume includes chapters discussing theoretical and applied aspects of the Instrumental Enrichment (IE) program. The theoretical section features Italian translation of papers written by Prof. Feuerstein and his colleagues. In the empirical section a large-scale project that included teacher training in IE and implementation of the IE program in schools is described. Research results demonstrate changes that occurred in the cognitive functions of the students. Intended for professionals and educational researchers, primarily those involved in IE studies.

Di Mauro, M. (2002). Comunicare Bene per Insegnare Bene. Roma, Armando Editore.
The book addresses a broad range of issues related to the learning process, communication, teacher training and modifiability of intelligence. In this broader context the author discusses the issue of mediated learning and dynamic assessment of learning potential. The book is intended for students and specialists in the field of educational research.

Guetta, S. (2001). Il successo formativo nella prospettiva de Reuven Feuerstein. Materiali di studio sul processo di apprendimento. Liguri Editore.
A systematic introduction to the theory of Mediated Learning Experience, and its applied systems. The author explores the relationship between Feuerstein’s theory and the principles of traditional Jewish education and discusses the use of IE as a support for special needs students in regular classrooms. The book is intended for professionals and educational researchers.

Kopciowski, J.C. (2002). L’apprendimento Mediato. Brescia: Editrice la Scuola.
The book offers a systematic introduction to the theory of Mediated Learning Experience, and its applied systems. In the theoretical part of the book the author explores the relationship between Feuerstein’s theory and the principles of traditional Jewish education. The applied section presents the Instrumental Enrichment (IE) program redesigned for blind learners. The use of IE for the support of special needs students in the regular classroom is discussed. Intended for professionals and educational researchers.

Laniado, N. (2002). Come insegnare l’intelligenza ai vostri bambini. Red- Edizioni.
Popular book that introduces parents to Feuerstein’s theory of Mediated Learning Experience. Using vignettes from children’s everyday life behavior the author shows the instances of deficient cognitive functions and demonstrates the importance of mediated learning.

Vanini, P. (2001). Il metodo Feuerstein: Una strada per lo sviluppo del pensiero. IRRSAE: Bologna.
Brief introduction to the theory of Mediated Learning Experience (MLE) and its applied systems. Presents criteria of mediation, deficient cognitive functions and cognitive map. The book can be recommended as reference material for students and professionals participating in the MLE and IE training courses.

Vanini, P. (2003). Potenziare la Mente? Una Scommessa Possibile. L’apprendimento mediato secondo il metodo Feuerstein. Vannini Editrice.
The author offers a comprehensive account of the theory of Mediated Learning Experience (MLE) including criteria of mediation, deficient cognitive functions and the cognitive map. The Learning Potential Assessment Device and the Instrumental Enrichment (IE) program are presented. Five case studies illustrate the application of MLE and IE with children and young adults with special needs. The book can be recommended as a textbook for students and professionals participating in the MLE and IE training courses.

In Spanish
Belmonte Tébar, L. (2003). El Perfil del Profesor Mediador. Pedagogía de la mediación. Madrid: Aula XXI.
Monograph dedicated to the development of the questionnaire for determining the profile of the teacher as a mediator. Different aspects of mediation and activity of Instrumental Enrichment teacher are analyzed. Intended for students studying the IE program and educational researchers.

Beltrán Martinez, J. M. (1994). La Mediación en El Proceso de Aprendizaje, Madrid: Editorial Bruno.

Beltrán Martinez, J.M., Brunet Gutierrez, J.J.& Farres Vilaro, R. (1990). Metodología de la Mediación en el PEI. Santadria De Basos, Spain: Bruno.
The book provides an introduction to the theory of mediated learning experience and a detailed analysis of the Instrumental Enrichment program including didactics for teaching specific IE tasks. Empirical results of two IE implementation studies in Spain are presented. Intended for students studying the IE program and educational researchers.

Morales, M. (2003). El Cambio Cognitivo en el Niño de Aprendizaje Lento. Universidad Catolica, Santiago de Chile.
Experimental study of the dynamic assessment of learning potential in slow and fast learners. The author provides an introduction to the theory of mediated learning and the methodology of dynamic assessment. The empirical results are used for formulating recommendations for more efficient education of slow-learners. Intended for educational researchers and specialists in dynamic assessment.

Prieto Sanchez, M.D. & Perez Sanchez, L. (1993). Programas para la mejora de la inteligencia: Teoría, aplicación y evaluación. Madrid: Editorial Sintesis.
The author analyzes and compares three cognitive education programs: Instrumental Enrichment of R. Feuerstein, the “Odyssey” program developed at Harvard University, and R. Sternberg’s Practical Intelligence Program of. Methodology for evaluation of the program effects is discussed. Intended for educational researchers and specialists in cognitive education.

In Portuguese
Assis Gomes, C.M. (2002) Feuerstein e a construção mediada do conhecimento. Porto Alegre: Artmed.
The author offers a comprehensive account of Feuerstein’s theory of Mediated Learning Experience (MLE) including the criteria of mediation, deficient cognitive functions and the cognitive map. The MLE theory is compared to Piaget’s theory of cognitive development, Vygotsky’s sociocultural theory and more recent information processing models. The Instrumental Enrichment (IE) program is presented in considerable detail including sample tasks and didactic approaches. Intended for educational researchers; can be used as a graduate textbook for those studying MLE theory and IE program.

Beyer, H. O. (1996). O Fazer Psico-Pedagogico. A abordagem de Reuven Feuerstein a partir de Piaget e Vygotsky. Mediação Editora, Porto Alegre.
Brief introduction to the concept of cognition and its modifiability, with references to Piaget, Vygotsky, Klauer, Guthke, etc. Description of Feuerstein’s theory of mediated learning experience and the Instrumental Enrichment program. Presents samples of IE tasks. Can be used as an introductory text for students and professionals studying IE program

Fonseca, V. de (1998). Aprender a aprender: A educabilidade cognitiva. Porto Alegre: Artmed
The author offers a systematic introduction to the theory of mediated learning experience and the Instrumental Enrichment program. The results are presented of experimental evaluation of the effectiveness of IE program with the following populations: adolescents with learning problems, adolescents and young adults in vocational training, young adults with mild to moderate mental retardation. The author discusses a possible role of IE program in educational reform. Intended for professionals and researchers in the field of educational science.

Fonseca, V. & Santos, F. (1995). Programa de Enriquecimento Instrumental de Feuerstein. Edições FMN, Lisboa.
This is a monograph on the implementation of the Instrumental Enrichment program. The authors review existent international research on the application of the IE program with different groups of learners. The empirical part contains research data on the implementation of the IE program with a group of adolescents with learning programs. Intended to educational researchers, and specialists working in the field of cognitive education.

Forum International PEI: Preparando o Cidadão para um Mundo sem Fronteiras. Salvador, Bahia: Fundação Luis Eduardo Magalhães, 2000.
Collection of papers presented at the International Instrumental Enrichment Forum (Bahia, 2000). The presentations addressed the issue of the implementation of the Instrumental Enrichment program in Brazil and all over the world with populations ranging from underachieving school children to technicians involved in professional development courses to university students.

Books published Prof. Feuerstein and his colleagues
Feuerstein R., Rand Y. & Hoffman M. B. (1979). The Dynamic Assessement of Retarded Performers: Learning Potential Assessment Device, Theory, Instruments and Techniques. Baltimore: University Part Press. (New revised edition: Feuerstein, R. et al (2003).The Dynamic Assessment of Cognitive Modifiability. Jerusalem: ICELP Press).

A comprehensive account of Feuerstein’s theory of dynamic cognitive assessment and the methodology of Learning Potential Assessment Device. Illustrative case studies and group application research results. Intended for professionals in the field of education, psychology and therapy.

Feuerstein, R., Rand, Y., & Hoffman, M., & Miller, R. (1980). Instrumental Enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press. (Chinese translation – 1989)
A comprehensive overview of Feuerstein’s theory of mediated learning experience and the Instrumental Enrichment (IE) cognitive intervention program. Detailed description of IE materials, the technique of classroom implementation, and research findings. Intended for professionals in the field of education, psychology, speech and occupational therapy.

Feuerstein, R. Rand, Y. Haywood, C., Hoffman, M.B., Jensen, M.R., et al (1985). LPAD – Learning Potential Assessment Device Manual. Jerusalem: HWCRI.
Manual for administering LPAD, recording and interpreting the results. Intended for psychologists, as well as educational and clinical practitioners trained in LPAD methods.

Feuerstein, R., Wexler, M.R. (Eds.) (1988). Chirurghia Plastit Meshakemet Bebaalei Tismonet Down. (Reconstructive plastic surgery of individuals with Down Syndrome) Jerusalem: Zak Publishers.
Collection of papers on a pioneering technique of facial reconstructive surgery of children with Down Syndrome and its influence on shaping modifying environments.

Feuerstein, R. Rand, Y. & Rynders, J. E. (1988). Don’t accept me as I am. Helping “retarded” people to excel. New York: Plenum Press.

• Second revised edition published by Skylight in 1997;
• Dutch translation: Laat me niet zoals ik bem. Rotterdam: Leminscaat, 1993;
• Italian translation: Non accettarmi como sono. Milan: R.C.S. Libri, 1995;
• Japanese translation, 2000;
• Hebrew translation published by Freund in 1998;
• New enlarged Hebrew edition authored by Feuerstein, R. and Rand Y. Feuerstein, Ra S. & Engels N. (including chapter on planned and mediated inclusion). Jerusalem: ICELP Press in 2001.

The theories of structural cognitive modifiability and mediated learning experience and their applied systems are illustrated by a series of case studies of children and young people with retarded performance. The book is intended both for professionals and the general public, primarily parents of children with special needs.

Feuerstein, R., Klein, P., & Tannenbaum, A. (Eds.)(1991). Mediated Learning Experience: Theoretical, psychosocial, and learning implications. Tel Aviv and London: Freund.
Collection of papers by the international group of specialists who explored different aspects of mediated learning experience theory and its educational application with regular and special needs students.

Feuerstein, R. & Hoffman, M. (1995). Instrumental Enrichment Teacher’s Manuals. ICELP Press & Skylight.
Teacher’s manual for the classroom implementation of the Instrumental Enrichment cognitive intervention program. Intended for educational and clinical practitioners trained in IE theory and methods.

Feuerstein, R. (1998). Haadam kishut mishtana. Al Torat Halemida Hametavechet. (The theory of mediated learning experience: About human as a modifiable Being) . Jerusalem: Ministry of Defense Publications.
Introduction to the theory of structural cognitive modifiability and mediated learning experience and its applied systems: Learning Potential Assessment Device, Instrumental Enrichment program, and Shaping Modifying Environments. Intended for students, professionals and educated general public.

Feuerstein, R., Falik, L., Feuerstein, Ra. S. (1998). Definitions of Essential Concepts and Terms. A Working Glossary. Jerusalem: ICELP Press.
Glossary of the concepts and terms used in the theory of structural cognitive modifiability and mediated learning experience (MLE) and its applied systems. Intended for students and professionals trained in MLE theory, Instrumental Enrichment and LPAD.

Feuerstein, R., Mintzker, Y., Feuerstein, Ra. S., Ben-Shachar, N., Cohen, M., Rathner, A. (2001). Mediated Learning Experience: Guidelines for parents. Jerusalem: ICELP Press.
This user-friendly manual introduces parents to the basic principles of mediated learning experience, provides taxonomy of primary perceptual and cognitive activities and adaptive skills to be developed in children with special needs, and focuses on mediation that promotes speech and language development.

Kozulin, A., Feuerstein, R., Feuerstein, Ra. S. (Eds.) (2001). Mediated Learning Experience in Teaching and Counseling. Jerusalem: ICELP Press.
Collection of papers presented at two international conferences “Models of teacher training” and “Educational advancement for youth at risk”. Focuses on the use of mediation in teacher training, cognitive classroom interventions and psycho-educational rehabilitation.

Feuerstein, R., Falik, L., Rand, Y., Feuerstein, Ra. S. (2002). The Dynamic Assessment of Cognitive Modifiability: The LPAD. Jerusalem: ICELP Press.
New substantially revised and enlarged edition of The Dynamic Assessment of Retarded Performers originally published in 1979. Provides a comprehensive account of Feuerstein’s theory of dynamic cognitive assessment and the methodology of Learning Potential Assessment Device. New chapters present recent LPAD research, case studies, and new instruments for the assessment of younger children.

Feuerstein, R. et al (2003). Feuerstein’s Theory and Applied Systems: A Reader. Jerusalem: ICELP Press.
This reader offers a representative sample of papers by Reuven Feuerstein and his colleagues on the theory of structural cognitive modifiability, mediated learning experience, dynamic assessment of learning potential, the Instrumental Enrichment program and shaping modifying environments. It is intended as a standard reader for all MLE, LPAD and IE training courses.

Reuven FEUERSTEIN & Antoine SPIRE
La pédagogie à visage humain la méthode Feuerstein
EDITIONS LE BORD DE L'EAU
Collection :"Clair & net – psychologie", 168 pages
Date de parution : janvier 2006
ISBN : 2-915651-34-5

Fait le point sur la manière dont un certain nombre d’intellectuels français abordent aujourd’hui la méthode Feuerstein. Que pouvons-nous en tirer ? Quelles indications permet-elle de donner à une réflexion théorique sur la pédagogie et la transmission de connaissances ? L’évolution fulgurante des mutations scientifiques et technologiques et des modes de production nécessite pour tout un chacun une adaptation permanente. La formation continue, en favorisant l’actualisation des connaissances, en facilitant leur conversion, représente un des vecteurs de changement. Il ne s’agit pas de former des individus en fonction des besoins immédiats, rapidement obsolètes, mais d’anticiper les capacités dont les salariés ont besoin. De ce point de vue, la méthode de Monsieur Feuerstein est certainement féconde.

Ce programme d’enrichissement instrumental a pour but de faire bénéficier les sujets, quel que soit leur âge, d’une expérience d’apprentissage médiatisé. Comment ne pas s’associer au pari qui préside à l’initiative du Professeur Feuerstein : « Toute personne est capable de changement quels que soient son âge, son handicap et la gravité de son handicap. »

Cette théorie du changement et de l’apprentissage par médiation s’appuie sur deux applications pratiques : la méthode d’évaluation dynamique du potentiel d’apprentissage, et le programme d’enrichissement instrumental.
Cette méthode pédagogique, ayant depuis longtemps fait ses preuves, vient en contrepoint de la théorie de la "résilience" vulgarisée en France par Boris Cyrulnik. Ses collègues l’appellent «le Professeur». Il est aussi considéré comme « celui qui transforme ». Il aime à dire : « Les chromosomes ne doivent pas avoir le dernier mot. » Depuis plus de quarante ans, le professeur Reuven Feuerstein anime et inspire ceux qui le côtoient, par la force de sa pensée, par son optimisme et par son dévouement.
Un livre tout public qui touchera plus particulièrement les enseignants, professionnels, éducateurs, et toute personne confrontée à des enfants en difficulté...