Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-10-30
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Alternate URL: https://formazione-insegnamento.eu/2022-20/2 Suppl/5607-why-feuerstein-remains-important-in-the-21st-century-to.html
Title: Why Feuerstein Remains Important in the 21st Century: to Improve Thinking Skills and Inclusive Education – Reflections at the Occasion of the 100th birthday of Reuven Feuerstein
Abstract: Although Feuerstein's theory of Structural Cognitive Modifiability and Mediated Learning Experience and its applied systems Learning Propensity Assessment and Instrumental Enrichment are already 70 years old, and do not have modern 21st century looks, Feuerstein's approach remains highly relevant for the needs of teachers and learners in our times: inclusive education, the need to attend to a diversity of pupils at school, increasing numbers of children with learning or behaviour difficulties, ADHD or otherwise, the increasing digitalisation of society, the loss of social cohesion. These are hard challenges for teachers. This article starts making a critical cultural-historical reflection on the so-called "21st century cognitive challenges" and of characteristics of the Feuerstein programme. Then three case studies are presented were LPAD followed by a cognitive-mediational intervention made a turning point in their educational trajectory: a child and an adolescent with Down syndrome, and a recent African immigrant. The case studies underpin a further reflection why the Feuerstein approach offers a suitable answer to the discussed challenges.
Keywords: 21st century learning skills; Cultural deprivation; Down syndrome; Feuerstein Instrumental Enrichment; Inclusive education; Mediated Learning Experience
Title: Perché Feuerstein nel 21 secolo è ancora importante: per migliorare le abilità di pensiero e l'educazione inclusiva – Riflessioni in occasione del centenario dalla nascita
Abstract: Benché le teorie di Feuerstein (la Modificabilità Cognitiva Strutturale e l'Esperienza di Apprendimento Mediato) e i relativi sistemi applicativi (la valutazione della propensione all'apprendimento LPAD e il Programma di Arricchimento Strumentale) abbiano già 70 anni, e non abbiano un'apparenza "moderna" in linea coi dettami del XXI secolo, essi sono ancora importanti per indirizzare i bisogni di insegnanti e studenti. Da un lato essi rispondono alle necessità di un'educazione inclusiva, sapendo accompagnare gli studenti nella loro diversità, in contesti educativi che vedono numeri crescenti di discenti con difficoltà di apprendimento o comportamentali, a volte affetti da iperattività o altre patologie. Dall'altro lato essi rispondono ai bisogni delle nostre società sempre più digitalizzate, e alla mancanza di coesione sociale. Il contributo intende indirizzare queste sfide appena evidenziate; si inizia con una riflessione critica e storico-culturale sulle "sfide cognitive del 21 secolo" e sul metodo Feuerstein. Successivamente si illustrano tre casi di studio dove la valutazione LPAD e il successivo intervento di mediazione cognitiva hanno rappresentato un punto di svolta nella traiettoria educativa dei discenti (un bambino e un adolescente con sindrome di Down, e un adolescente immigrato recentemente dall'Africa). Questi tre casi di studio offrono una base ulteriore per una riflessione su come il Feuerstein si proponga come risposta alle sfide mostrate sopra.
Keywords: Abilità di apprendimento del Ventunesimo secolo; Deprivazione culturale; Educazione inclusiva; Esperienza di Apprendimento Mediato; Programma di arricchimento strumentale Feuerstein; Sindrome di Down
Title: Pourquoi Feuerstein reste important au 21e siècle: améliorer les compétences de réflexion et l'éducation inclusive - Réflexions à l'occasion du 100e anniversaire de Reuven Feuerstein
Abstract: Bien que la théorie de la modification cognitive structurelle de Feuerstein et de l'expérience d'apprentissage médiée et son évaluation de la propension à l'apprentissage des systèmes appliqués et son enrichissement instrumental ont déjà 70 ans et n'ont pas de looks modernes du 21e siècle, l'approche de Feurstein reste très pertinente pour les besoins des enseignants et des apprenants dans notre temps: une éducation inclusive, les besoins de la diversité, la diversité des puples à l'école, l'augmentation des nombres d'enfants, les difficultés ou les problèmes de puples à la pupille à l'écoleLa numérisation croissante de la société, la perte de cohésion sociale.Ce sont des défis difficiles pour les enseignants.Cet article commence à faire une réflexion culturelle-historique culturelle sur les «défis cognitifs du 21e siècle» et les caractéristiques du programme Feuerstein.Ensuite, trois études de cas sont présentées ont été LPAD suivie d'une intervention cognitive-médiationnelle ont fait un tournant dans leur trajectoire éducative: un enfant et un adolescent atteint du syndrome de Down, et un immigrant africain récent.Les études de cas sous-tendent une nouvelle réflexion sur laquelle l'approche Feuerstein offre une réponse appropriée aux défis discutés. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Compétences d'apprentissage du 21e siècle;Privation culturelle;Syndrome de Down;Enrichissement instrumental de Feurstein;Éducation inclusive;Expérience d'apprentissage médiée
Title: Por qué Feuerstein sigue siendo importante en el siglo XXI: mejorar las habilidades de pensamiento y la educación inclusiva: reflexiones con motivo del centenario de Reuven Feuerstein
Abstract: Although Feuerstein's theory of Structural Cognitive Modifiability and Mediated Learning Experience and its applied systems Learning Propensity Assessment and Instrumental Enrichment are already 70 years old, and do not have modern 21st century looks, Feuerstein's approach remains highly relevant for the needs of teachers and learners in our times: inclusive education, the need to attend to a diversity of pupils at school, increasing numbers of children with learning or behaviour difficulties, ADHD or otherwise, theAumento de la digitalización de la sociedad, la pérdida de la cohesión social.Estos son desafíos difíciles para los maestros.Este artículo comienza a hacer una reflexión cultural crítica sobre los llamados "desafíos cognitivos del siglo XXI" y de las características del programa Feuerstein.Luego, tres estudios de caso se presentan fueron LPAD seguido de una intervención cognitiva mediacional se convirtió en un punto de inflexión en su trayectoria educativa: un niño y un adolescente con síndrome de Down, y un inmigrante africano reciente.Los estudios de caso respaldan una reflexión adicional por qué el enfoque Feuerstein ofrece una respuesta adecuada a los desafíos discutidos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Habilidades de aprendizaje del siglo XXI;Privación cultural;Síndrome de Down;Enriquecimiento instrumental de Feuerstein;Educación inclusiva;Experiencia de aprendizaje mediada
Title: Por que Feuerstein permanece importante no século 21: melhorar as habilidades de pensamento e a educação inclusiva - reflexões por ocasião do 100o aniversário de Reuven Feuerstein
Abstract: Although Feuerstein's theory of Structural Cognitive Modifiability and Mediated Learning Experience and its applied systems Learning Propensity Assessment and Instrumental Enrichment are already 70 years old, and do not have modern 21st century looks, Feuerstein's approach remains highly relevant for the needs of teachers and learners in our times: inclusive education, the need to attend to a diversity of pupils at school, increasing numbers of children with learning or behaviour difficulties, ADHD or otherwise, the increasingDigitalização da sociedade, a perda de coesão social.Esses são desafios difíceis para os professores.Este artigo começa a fazer uma reflexão histórica cultural crítica sobre os chamados "desafios cognitivos do século XXI" e das características do programa Feuerstein.Em seguida, três estudos de caso são apresentados foram LPAD, seguidos por uma intervenção cognitiva mediocional, fez um ponto de virada em sua trajetória educacional: uma criança e um adolescente com síndrome de Down e um imigrante africano recente.Os estudos de caso sustentam uma reflexão adicional por que a abordagem de Feuerstein oferece uma resposta adequada aos desafios discutidos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Habilidades de aprendizado do século XXI;Privação cultural;Síndrome de Down;Feuersstein Enriquecimento instrumental;Educação inclusiva;Experiência de aprendizado mediado
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