ABSTRACT
This chapter discusses the use of Reuven Feuerstein’s ideas in developing unique and culturally appropriate approaches to the teaching of thinking. It describes some key Feuerstein concepts for culturally appropriate use of his approach. The chapter outlines a rationale for considering cultural issues in use of the Feuerstein Instrumental Enrichment programme, and also discusses some of these issues, with examples. Feuerstein’s theory of Mediated Learning Experience, which emphasises the central role of the human mediator in cultural transmission, arose from his work with young people suffering from a breakdown in cultural transmission as a result of the trauma of the Holocaust. Feuerstein’s Instrumental Enrichment programme, which provides systematic exposure to Mediated Learning Experience through a number of tools or instruments, is widely used internationally in multicultural settings. The initial stimulus for developing this cognitive intervention programme was the realisation that children coming into Israel from immigrant and minority cultures had unique learning needs.
