Juniper Publishers| Mediated Learning Experience: Choosing Cognitive Modifiability
Journal of Psychology-JuniperPublishers
Abstract
Reuven Feuerstein developed a cognitive modifiability
theory he termed Structural Cognitive Modifiability. The process is a
multifaceted approach to facilitating intellectual growth for
individuals with cognitive deficits. A facet of this process is the
mediated learning experience (MLE). The MLE involves a mediator placing
themselves between the individual and environmental stimuli and
mediating the experience to the individual. A process whereby meaning
making occurs and is deliberately reinforced toward the individual's
development of selfmediation defined by Feuerstein as reciprocation. An
MLE is comprised of three primary elements including
intention/reciprocity, mediation of transcendence, and mediation of
meaning. Mediational elements such as these form the basis of the
adaptability and meaning making we know as intellect.
Keywords: Mediated Learning Experience; Adaptability; intelligence; Reuven Feuerstein; Structural Cognitive ModifiabilityAbbreviations: MLE: Mediated Learning Experience; SCM: Structural Cognitive Modifiability; FIE: Feuerstein Instrumental Enrichment program; DA: Dynamic Assessment
Introduction
Adaptive and critical thinking skills are key to
effective task engagement. But how do you build these skills in
individuals where they are lacking? Reuven Feuerstein [1] suggests a cognitive modifiability process by which achievement is possible [1].
Feuerstein’s theory of Structural Cognitive Modifiability (SCM) is the
foundation upon which he constructs a multifaceted methodology for
building the brain's capacity for modifiability. These facets include
Mediated Learning Experience (MLE), Feuerstein Instrumental Enrichment
program (FIE), Dynamic (Cognitive) Assessment (DA): The Learning
Propensity Assessment Device, and Shaping Mediating Environments. The
FIE program is an approach to applying the theoretical principles of SCM
and MLE using instruments designed to enhance modifiability in the
learner. Through this meta-cognitive process greater skill development
through deeper learning is achieved.
Feuerstein [2,3]
finds traditional cognitive assessment processes deficient. These
assessments offer a static point-intime perspective of cognitive
functioning. They do little in the way of accurately delineating a
learner's needs, especially for those with significant cognitive
challenges [2,3].
The DA process is an interactive (mediated) process designed to hone in
on these challenges and drives the subsequent mediated learning
process. This review focuseson MLE. However, the theoretical approaches
stemming from SCM are used to great effect together.
Discussion
Mediated Learning Experiences emphasize building
thinking and learning skills in learners and touts successes in
individuals with genetic and socio-cultural challenges alike. MLE seeks
to meet learners where they are in their cognitive development with a
goal of facilitating capacity building even in those with epistemic
challenges. This socio-cultural mediation of the learning process was
developed to address the needs of learners suffering from environmental
deprivation and trauma (i.e. children who were holocaust survivors),
those with disabling genetic conditions, and culturally challenged
individuals: "modifiability applies to them and can be applied to a wide
and diverse range of human conditions" [2].
For MLE to have an opportunity for success, learners must choose
modifiability. "Effort and resources" are necessary for change to occur
but "not everyone actualizes this ability" [2].
Three barriers to modifiability exist, according to Feuerstein:
etiology, age of onset, and severity of condition. These address the
cause of the condition (or impairment); the age at which the condition
is recognized and subsequent intervention begins; and the severity and
number of concomitant impairments and conditions [2]. Feurstein et al. [2] state that individuals with "the need, belief, intention, and the proper tools" can overcome barriers to modifiability [2].
Feuerstein draws a distinction between teaching and
mediating. Teaching involves the transmission of knowledge whereas
mediation involves moving past the initial transmission of knowledge to
the application of the knowledge to real-world experiences and the
development of greater meaning [2].
Teachers may also be mediators; however, the distinction seeks to
clarify the difference between passive or incidental interaction and
purposeful interaction. In fact, Feuerstein states explicitly that
awareness is an essential component of a mediational interaction
producing an effective change in a mediatee—the mediation of the content
of the learning, its significance, and why it has significance. In
other words, intentionality and reciprocity (Feuerstein, Falik, &
Feuerstein, 2015HYPERLINK “”\l "_ftn1" \o“” [1]).
This is contrasted by direct learning experiences whereby a learner
experiences the context, tasks, and work related activities directly and
without any intermediation.
There are many features which may comprise a MLE. In
fact, Feuerstein expects these to continue to be identified and for them
to evolve over time. However, he suggests that there are three primary
features of a mediated learning experience. These necessary components
of an MLE include intention/ reciprocity, mediation of transcendence,
and mediation of meaning [2,3].
An interaction cannot be mediational without these three features. They
must be provided in a measured and organized manner. Intention and
reciprocity refers to an active two-way engagement between the learner
and the mediator There is no passive or incidental interaction (i.e. the
mediation is deliberate). This engagement reflects less a focus on the
learner or the task than on their cognitive processes; the learner
shares in the mediator's cognition toward application of the learning in
the mediator's absence (i.e. reciprocity or self-mediation) [2].
Transcendence reflects the mediating purpose (the task learning
activity driving the mediating effort) and the generalization of the
learning outward-building the capacity to map meaning onto other
experiential activities and tasks [5].
The idea is that direct learning is not necessarily discouraged;
rather, mediated experiences drive the development of self-directed
meaning making: [learners] forge in them a repertoire of dispositions,
propensities, orientations, attitudes, and techniques that enable them
to modify themselves in relation to other stimuli ...MLE produces the
plasticity and flexibility of adaptation that we call intelligence [3].
Meaning is derived through the mediator's efforts to
engage the learner and create a positive learning environment. Through
this process the mediator facilitates meaning making through placing
themselves between the learner and the stimulus. As the learner develops
meaning and begins the process of selfmediation the MLE fades [5].
Conclusion
Environments which reflect rote behavior bereft of meaning and value have no mediational capacity [2,6]. The effectiveness of an interaction between the self and the environment is what defines a mediated learning experience [3]. Feuerstein finds that only a human being can be a mediator due to the unequivocal need for intentionality [4].
In a MLE mediators place themselves between the learner and the
context. Task and work related activity is purposefully mediated to the
learner, through the mediator, with the intention of building skills and
mapping these to other tasks and activities.
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