MEDIATED LEARNING-EXPERIENCE AND PSYCHOLOGICAL TOOLS - VYGOTSKY AND FEUERSTEIN PERSPECTIVES IN A STUDY OF STUDENT LEARNING

This article suggests new directions for learning theory and cognitive education based on the combination of Vygotsky's ''psychological tool s'' paradigm and Feuerstein's mediated learning experience (MLE) appro ach. Cognitive functions required by formal schooling do not appear sp ontaneously. Moreover, their development can be impeded by both an ins ufficient amount of MLE and by a lack of experience with the higher or der psychological tools. Thus, cognitive education should become an in tegral part of school curricula and teacher development.