ABSTRACT
This chapter explores the theoretical underpinnings of Reuven Feuerstein’s approach in the context of other leading theories of learning and thinking, in particular those of L. Vygotsky and R. J. Sternberg. It is important in affirming the theoretical base of the Feuerstein approach. The teaching of thinking can be likened to a tree, deeply rooted in its theoretical beginnings and leafing luxuriantly. The deepest substratum in which the roots are firmly embedded, and from which they draw nourishment, is the work of Vygotsky, the great Russian psychologist who lived from 1896 to 1934. The teaching of thinking was given considerable impetus by the development of the concept of metacognition. Early studies, such as A. L. Brown’s empirical work on mnemonic strategies, led to a more focused attempt to describe metacognition as awareness about and conscious control of one’s own cognitive processes, as well as the mental processes that can be broadly termed ‘checking and monitoring’ activities.
