Overview

The benefits of mediation upon the development of children is an area that is yet to be fully explored. Mediation promotes learning through learner interactions with the environment and puts emphasis on the idea that society is responsible for all children's development.This book offers a unique practical model of effective mediation that integrates mediation theories from different periods and draws upon the work of five theoreticians; Dewey, Piaget, Vygotsky, Feuerstein, and Gardner. Key results from more recent neuropedagogical research are also presented. Mediation and Thinking Development in Schools supports the idea that academic achievements are not enough to measure a child's development; forward-thinking educators know that they not only have to teach specific disciplinary content, but also knowledge and skills that will be useful in their students' future. Hence, there is a need to understand how to mediate knowledge acquisition rather than be the source of knowledge. By fully illuminating the theory and the practice of mediation, this important text will prove invaluable for leaders, researchers and teachers in primary and secondary education.

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9781787560239

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Reviews

Education theoreticians developed mediation theory for many years to emphasize society's responsibility towards the success of learning among all children, says Flavian, though they usually did not use the term mediation. From the several 20th-century learning theories, she has chosen five who approach learning from different perspectives at different times and in different cultures, and shows how mediation links them. The theorists are John Dewey (1859-1952), Jean Piaget (1861-1980), Lev Vygotsky (1896-1934), Reuven Feuerstein (1921-2014), and Howard Earl Gardner (1943-). -- Copyright 2019 * Portland, OR *

Author Information

Heidi Flavian is senior lecturer, researcher and Head of Special Education department at Achva Academic College, Israel, and has served as senior lecturer in the International Team in the Feuerstein Institute since 2002. Her main areas of research and publishing are teacher training, mediation, thinking processes among students, and teaching students with special needs.

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