| Acknowledgement | |
| Contributors | |
| Preface | |
| 1 | Reuvan Feuerstein: Propelling the Change, Promoting Continuity | 3 |
| 2 | Science, Pedagogy and Ethics of Feuerstein's Theory and Applications | 21 |
| 3 | Mediative Environments: Creating Conditions for Intellectual Growth | 34 |
| 4 | Feuerstein's Unique Contribution to Educational and School Psychology | 45 |
| 5 | Group and Individual Differences in Intelligence: What Can and Should We do about Them? | 55 |
| 6 | To Be, To Have, To Do: an Integration and Expansion of Existing Concepts | 83 |
| 7 | Reflective Teaching and its Relation to Modes of Existence in Practical Teaching Experience | 114 |
| 8 | Questioning as a Form of Mediation | 134 |
| 9 | Dynamic Cognitive Assessment and the Instrumental Enrichment Program: Origins and Development | 147 |
| 10 | Theme and Some Variations on the Concepts of Mediated Learning Experience and Dynamic Assessment | 166 |
| 11 | Learning Test Concepts and Dynamic Assessment | 175 |
| 12 | Culture-Fair Assessment and the Process of Mental Attention | 191 |
| 13 | Developmental Perspectives of Mediated Learning Experience Theory | 217 |
| 14 | A Mediational Approach to Early Intervention | 240 |
| 15 | The Diversity of Instrumental Enrichment Applications | 257 |
| 16 | Cognitive Education and Reading Disability | 274 |
| 17 | Cognitive-Developmental Therapy: Overview | 292 |
| 18 | Mediated Learning Experience and the Counseling Process | 309 |
| Selected Bibliography of Reuven Feuerstein | 325 |
| References | 329 |
| Index | 365 |
Format: Hardcover, 396 pages
