One of the encouraging developments regarding the dissemination of Feuerstein's Instrumental Enrichment in the USA is its inclusion among recommended School Reform Models. This presentation will focus on the challenge of this premise. Specifically, how:

This presentation will be based on over two decades of FIE implementation trials that resulted in success or failure at school reform.

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Le développement cognitif en formation d'adultes
Repères méthodologiques
Dominique Camusso

Les entreprises sont confrontées à des changements majeurs qui viennent solliciter les capacités d'apprentissage de leurs salariés. On peut établir une typologie de ces changements, et de leurs conséquences, selon qu'ils concernent la technologie, l'organisation ou la qualification.

Face à ce besoin de capacités d'apprentissage, les entreprises peuvent mener des politiques diverses. Nous privilégierons celle qui consiste à développer les capacités des personnes en place dans l'entreprise. Nous nous intéresserons au rôle que peuvent tenir dans ce processus l'organisation du travail, l'adaptation des méthodes pédagogiques et l'utilisation d'outils de développement cognitif comme le PEI de Reuven Feuerstein.

Quinze années d'expérience nous permettent de proposer une méthodologie d'application qui s'appuie sur la mise en œuvre des cinq critères d'assurance qualité suivants :

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Instructional Conversations in the Secondary Math Classroom: Effects of Mediated Learning on Short Term Math Achievement Gains for Low and High Achieving Students
Cynthia A. Breeding

The purpose of this research was to quantify and explain the within school and between class effects of cognitive teaching techniques on the mathematics achievement gains for diverse and special populations of high school students. Achievement gains were measured at three to four month intervals using the state standardized criterion-based test. Populations observed included Special Education, Section 504, Limited English Proficient, At-Risk, SES, Gifted/Talented, and High Achieving students.

The overarching perspective of this study was a critical view of the popular notion of equality of opportunity in favor of a more easily measured but less easily obtained equity in educational outcomes. Proponents of equality of opportunity bemoan the fact that students who fail to attain educational credentials are disproportionately students whose backgrounds are considered to be disadvantaged. Equal opportunity, entangled with expectancy and equity theories, puts the onus of learning on the developmentally fragile child. On the other hand, the perspective of equity in outcomes considers learning to be a necessary and sufficient component of teaching. Until the average achievement of special populations of students in public schools begins to match that of their dominant culture peers, schooling remains a deficit process. Moreover, while other studies have tested achievement gains for low-achieving students, this study has highlighted effects on students in Gifted/Talented, Honors, and Advanced Placement classes.

Cognitive science offers a construct for studying mathematics achievement gains and cognitive teaching techniques. Problem-solving using simulated or real data sets on which operations are performed and from which conclusions are extrapolated provides the structure through which real life problems are modeled. Generative questioning and critical thinking relate the cognitive problem-solving method with social interaction and classroom discourse. The potential for this discourse to tap students' funds of knowledge depends on the teacher's ability and motivation to bridge the students' cognitive map and the intellectual task of mathematics learning. This is accomplished through a process based on Dr. Reuven Feuerstein's work on the development of theories of structural cognitive modifiability and mediated learning. The technique, based on Feuerstein's work requires the persistent use of identifying, questioning, relating, reviewing, task-analyzing, practicing, and evaluating within the context of classroom discourse -- student to teacher, teacher to student, and student to student.

Algebra I classes in an urban high school provided data for the study. It is located in neighborhood with similar demographics, 45% African American 46% Hispanic, 9% European American and Southeast Asian. Nine teachers were trained in cognitive techniques, and all used the same, district-mandated math curriculum. The students in the study were ninth grade students in their first high school math course. The original sample included 300 students, but only 174 were followed through the last test cycle. The focus was on special populations(including G/T and Honors) students in inclusion classes. The data source for the level of implementation for the cognitive instructional techniques included three sets of comparable test scores, as well as surveys completed by students and teachers, triangulated with peer observation checklists and scripting to determine efficacy, implementation stages, and expectations.

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Empowering Adult Learners to Learn: A Self-Directed Approach
Chris Chinien, Barbara Paul & Ross Bannatyne

The synergy of combining new information and communication technologies with human skills has dramatically altered job content and skill requirements at the workplace. Good jobs have become technologically complex and are demanding sophisticated work skills. Technological innovations are contributing to widening inequalities in income and employment prospects between the skilled and less skilled workers. In order to address the training and retraining needs of the disadvantaged workers UNESCO's Member States have made a commitment to promote equal educational opportunities all. Having equal educational opportunities now means more than just having access to schools, teachers, and textbooks. It also means that individuals have the intellectual and cognitive skills needed to learn. Many individuals lack equal educational opportunity because they have not developed the essential cognitive skills to succeed in a learning environment. This paper presentation will describe an attempt made to address the cognitive divide being created by the knowledge-based economy. A self- instructional and technology-based training material (Learning Enhancement for Adult Retraining Needs, LEARN) was designed and developed to enhance the learning skills of adult learners. The development of LEARN was guided by research conducted to identify the critical cognitive controls that contribute to success in learning. Best practices and adult learning theories also provided the necessary conceptual base for developing project LEARN. A free copy of LEARN will be distributed to delegates after the paper presentation.

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Using Mediated Learning to Improve the level of Reflection of Preservice Teachers
Dr. Paul F. Cook

Teacher reflection is considered one of the most important skills teachers must possess to improve their teaching performance. The last two decades have produced a proliferation of theoretical and philosophical writing on the topic. Considerable research is also being done, mostly of an ethnographic nature. Reflection is currently stressed in most preservice teacher education courses. Reflection, while usually considered a solitary activity, may be enhanced by Mediated Learning Experience as described by Feuerstein and his colleagues. Peer tutors, armed with training in mediated learning, may be able to facilitate their colleagues in learning using reflection. This paper will report on preliminary investigations using mediated learning methods with preservice teachers at a large preparation program in a university in the western part of the United States. Student's level of reflectivity will be assessed pre and post mediated learning.

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Mathematizing: Problem Solving Strategies in Everyday Work
Mercedes de Aguero

This is an ethnographic study with a family-working group of house and building painters in Mexico City. Three are the main purposes. First to identify characteristics of the problem solving strategies of a group of painters in natural settings of everyday work of the construction industry in Mexico City. Second, to describe the way a group of painters mathematize everyday working problems in natural settings of their activity; and third, to build a classification of the different individual and collective styles and strategies of mathematizing problems. Adults develop mathematizing personal and collective strategies for solving problems according to the way they are socially organized and to the activity they work on. Results show that adults have strategies for making their work more efficient, for using conventional and personal systems for counting, measuring and represent, and formal schemas and some specific procedures for control.

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Education and Crime Prevention: Using Mediated Learning in Correctional Settings in Canada
Bea Fisher

There is a distinct and positive relationship between Education and Crime Prevention. Many institutions in the Correctional Service of Canada have chosen Cognitive Enrichment Advantage (CEA), based on Mediated Learning, as our correctional teaching method. The use and successes of the method inside the Correctional Service have attracted the interest of some urban and rural communities looking to intervene with young children to prevent the development of asocial behaviours that can lead to criminal lifestyles.

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Using IE to Improve Access to Community Colleges
Tina Getz and Sandy Salazar

Pikes Peak Community College (PPCC) discovered Feuerstein's Instrumental Enrichment I (IE-1) program in 1992 when faculty in the Developmental Studies division developed a course designed to meet the needs of significantly under prepared students wanting to enter the community college. Training in Feuerstein's method was offered to any interested faculty, and an interdisciplinary course that included a critical thinking component using the IE-1 materials was developed for students identified as under prepared in English, reading, and study skills. The interdisciplinary continued for three semesters. For this panel discussion, an instructor and a student from that course will share their experiences in working with the IE-1 materials from each of their perspectives.

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Cognitive literacy is a term being introduced to describe what is absolutely necessary for 21st century human activity. It can be described simply as an awareness of one's thinking processes and the conscious usage and application of those processes to learn, to grow, and to become fully human. Professor Reuven Feuerstein's theories of Structural Cognitive Modifiability and Mediated Learning Experience and his applied systems of assessment(the Learning Propensity Assessment Device, teaching (Instrumental Enrichment), and the Shaping of Modifying Environments provide a coherent and comprehensive framework and mechanism for actualizing and validating the existence of cognitive literacy.

The need for cognitive literacy has become an imperative as a consequence of a number of issues in society which people must confront and resolve as a part of daily living. Two of the more prominent issues are the proliferation of electronic technology which has catapulted the evolution of a "global society", and the failure of the traditional system of schooling to meet the needs of a growing number of students in the U.S. The statement "students should be capable of approaching problems that do not exist at the moment of their learning" (Kouzlin,1998), characterizes the form of education needed and the orientation of instruction for formal and informal education settings.

Cognitive literacy is necessary to decrease the gap between social disparities that perpetuate ignorance and poverty. Professor Feuerstein's theories and applied systems provide a powerful cognitive means for equalizing opportunities for learning and empowerment for all humans, regardless of age, gender, ethnic, socio-economic status, etc. Cognitive literacy impels people to acquire the necessary prerequisites for meaningful human interactions, a necessary ingredient for social, emotional, and spiritual growth.

This paper will discuss: 1)the idea of cognitive literacy in more detail and further delineate a definition for cognitive literacy, and 2) a case study of a school community where Professor Feuerstein's theories and systems are applied to highlight the nature of cognitive literacy, its function, and impact. The case study depicts the saga (at a cognitive level), of an inner-city school in a large urban city where the community is currently experiencing significant and substantial regentrification and the uprooting of many of its residents. Finally the paper will discuss implications for further exploration of the idea of cognitive literacy as a critical element of education and community revitalization in general.

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The paper is related to the experience of indigenous women involved in a program that runs 600 community kitchens in the poorest zones of the state of Oaxaca. Small productive units (vegetable garden, poultry and fishery) have just been added to 75 of those kitchens. The study poses the hypothesis that eventhough most of these women are illiterate and a good number of them speaks very little Spanish, by means of systematizing their work experience and by reflecting on what they have learned in the kitchen and during the implementation process of the small productive unit, their cognitive structure might be stimulated. In consequence, when they become aware that the ability to learn is within themselves and not outside of them, it is expected that self learning might be enhanced among them. Three case studies will be developed from a sample at the Mazateca region.

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Because of the nature of their handicapping condition, many deaf students fit into the most severely limited group in terms of need for mediation. They lack the tools needed for learning and they have inadequate access to Mediated Learning Experiences. Cognitive deficits that appear to impact most on deaf students can be categorized into four broad groups based on Reuven Feuerstein's work. These can be described as 1) those that relate strongly to lack of verbal mediation; 2) those that are connected to overdependence on visual cues; 3) those involving impaired temporal concepts; and 4) those that are behavioral or affective in nature. Once these categories and their general causes are identified, educators can analyze them and formulate a bank of appropriate remediational strategies. The Instrumental Enrichment program serves as a structured way to address these.

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The nature of effective learning has widely been explored in the past, using a number of methodologies. However, few studies have particularly attempted to investigate the role of the learners beliefs and the use of regulatory strategies as mediators in academic learning. A total of 120 students were randomly selected from the secondary schools in Tehran to participate in the study and complete the questionnaires. Multi variable regression analysis, variance analysis, factor analysis and t test were employed using SPSS o.9. The results revealed that: There are significant relationship between epistemological beliefs and using self - regulatory strategies in learning; There are significant relationship between self - regulatory strategies and school achievement; There is significant relationship between epistemological beliefs and students achievement. Other results of the study will come later in detail.

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Beyond the Looking Glass: An Experiential Analysis of a Multicultural Learning Adventure
Jessica Kimmel and Annette Craven

The authors share their experience in bringing together American, Hispanic, and Asian doctoral students in an Organizational Leadership Interdisciplinary Philosophy course. These students included sixteen Taiwanese, one Chinese translator, one Korean, three Hispanic, and five Caucasian students. The level of English literacy ranged from the need for fairly constant translation to English as the native language. The course involved not only developing their ability to understand, use, and respect many philosophical perspectives, but also the development of an understanding and appreciation for each culture represented. Using a base of learning theory from Lev Vygotsky's scaffolding model, Jean Lave's theory of situated learning, and Feuerstein's mediated learning experience, the authors posited the hypothesis that student mentoring groups, in-class collaborative writing groups, out-of-class study groups, discussion circles, current event presentations, and out-of-class email deliberation would enhance the learning experience for the diverse student population.

The paper addresses issues of: connecting experiential learning to new concepts of social and philosophical constructions, transferring learning from one cultural model to another, envisioning global solutions to global problems, extending critical learning skills to new formats, and challenging new second language speakers to take risks with other learners.

A key outcome of the experience for the authors was an enhanced respect for the value of learning theory when applied to the cognitive development of students of diversity. In particular, the value of mediation was verified, while the sharing of questions and cultural understanding afforded an opportunity for ongoing program evaluation with doctoral students with respect to the learning styles of Asian, Hispanic, and American students. It was, to state the obvious, a journey of many twists and turns, but keeping the focus on the theory was an aid to the success of the endeavor.

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Creating Rigorous Mathematical - Scientific Thinking and Conceptual Development in Inner-city Youths
James T. Kinard, Ph.D.

A series of projects has been initiated to equip inner-city youths with an ongoing, perpetuating propensity to do higher-order mathematical and scientific thinking and proactively engage in mathematics and science conceptual development. The paradigm is driven by Mediated Learning Experience (MLE) and Feuerstein's Instrumental Enrichment (FIE), along with a unique blend of the operational concept of rigorous thinking (Kinard and Falik, 1999), the appropriation of culturally derived symbolic "tools" (Kozulin, 1998), and Ben-Hur's model for concept development (1999). This paper presents data from the first project which focuses on: correction of cognitive dysfunctions; development of basic metacognitive structures and concepts; and appropriation of symbolic "tools" to construct abstract representational thinking and higher-order mathematical-scientific conceptual tools. The paper discusses results from pre- and post-cognitive testing, mathematics and science proficiency testing, and case studies of how students solved complex mathematics and science problems.

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The theory of mediated learning experience (MLE) offers a new perspective on the phenomenon of cultural diversity of the student population. MLE theory makes a distinction between cultural difference that presupposes adequate MLE in the native culture and cultural deprivation associated with inadequate MLE in the native culture. Culturally different and culturally deprived students display different learning patterns when confronted with new educational environment. The proposed integrative model also includes the factor of acquisition of psychological tools associated with formal schooling. The usefulness of the integrative model is confirmed by a number of empirical studies on the educational and psychological integration of new immigrant students from Russia and Ethiopia. A new interpretation of multiculturalism is offered that includes the ability of majority culture to look at itself through the prism of minority cultures.

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Summary:
If schools are truly committed to a high level of success for all students including individuals with disabilities, it must be acknowledged that there is no quick fix. This presentation outlines a practical framework for examining and implementing the multidimensional change needed to create a proactive, positive, and supportive learning environment for all students.

PROPOSAL DESCRIPTION
High stakes assessment is an increasing reality in the lives of educators. As policy makers strive to hold school systems accountable test results are used as the measure of administrator and individual teacher effectiveness. Accompanying this scrutiny are parallel mandates that require the participation of all students in the accountability testing. This has forced many educators confront the reality behind that high sounding rhetoric like "We believe all students can achieve at high levels." Does all really mean all?

This presentation will exam the challenges confronting educators as schools strive to move from ineffective approaches that left some students behind to inclusive positive models. This "new" teacher for the "new" system must have more and better skills than his/her predecessors and be able to meet a wide variety of needs with a high degree of self-sufficiency. The complexity of this profound change in thought and practice requires substantially more than a couple of professional development workshops. We suggest that the reality of current best practice in all areas of education suggests the need for a new conceptual and practical framework: the Optimal Learning Environment (OLE) as opposed to the anachronistic concept of the Least Restrictive Environment (LRE) that has been used a yard stick for appropriate special education. In the first part of this presentation we will examine the characteristics of an OLE and the skills needed by all teachers to teach all students with differences, be they socio-economic, intellectual, sensory, educational, behavioral, or physical.

A second focus of this presentation is on creating the context for effective instruction looking at the working conditions that are needed to nurture "great teaching." Here we see the central the issue as the development of strong instructional leadership. Using Knoster's (1991) model of change we will examine how strong leaders provides the vision, training, resources, incentives, and concrete planning needed to develop a school faculty willing and able to establish a school-wide, proactive, and positive learning climate where all students and their families are made a part of a community of learners.

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Mediated Learning in Virtual Learning Environments
Raija Latva-Karjanmaa

This proposal explores what mediation means, when developing virtual learning environments where physically present human mediator is not available but where a humanistic component is highly needed in the learning process. The mediated learning experience is studied when using an interactive tutoring method (IQ-FORM databank) to support students in their learning. IQ-FORM gives information about learner's qualities. Students using IQ-FORM in a Web-based pilot course are going to be interviewed in order to find out if the students have reached a better self-awareness in their learning process. The theory of mediated learning experience of Reuven Feuerstein provides a meta-level theoretical background for this research. This research is a part of a large national research venture in Finland for new tutoring and counseling methods in a Web-based learning for the Finnish virtual university consortia.

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As principal of She'arim Hebrew Day School in Toronto, a school for children with learning disabilities and ADHD, I introduced the philosophy and practical application of Reuven Feuerstein's approach early in the school's 20 year history. Throughout the years, the methodology was interwoven into every aspect of the curriculum and functioning of the school. New programs were introduced with the express purpose of integrating them into the prevailing philosophy of the school. This paper is an account of how such an endeavor was accomplished, and the areas in which such intervention took place, areas as diverse as the teaching of F.I.E., teacher training, arts-integration, movement therapy, academic remediation, setting student objectives, support team work, report-card development, the writing of unit plans, and parent training.

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Research is validating Feuerstein's theory of Cognitive Modifiability in two ways regarding language learning. When oral and/or written language are inadequate, two functions can be expected to need development: concept imager - the ability to create visual images for ideas expressed by language; and phoneme awareness - the ability to judge the identity, number, and order of sounds within words. These functions are genetic gifts to many individuals, but must be developed for others, irrespective of intelligence.

With specific procedures to stimulate concept imagery and phoneme awareness, a processing base emerges enabling significant gains in spoken and/or written language for both children and adults. The key is intensive Socratic questioning which brings language and the processing of sensory information from oral-motor feedback and images into conscious integration until that processing and integration become automatic. Pre and post treatment fMRI measures reveal brain activity which had not occurred during pre treatment measures.

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Over a one-year period, this study investigated the contributions made by three literacy-based supports (support circles, cognitive compensatory tools, and cognitive enhancement tools) to the lives of five young adults with FAS/FAE, ranging in age from 16 to 34 years. Each of these support systems was designed to help the young adults cope with daily living challenges such as everyday memory failure, disorganization, and social isolation.

At the onset, each subject was assessed using both the Vineland and the SIB-R scales. Four of the five subjects had reported IQs above 70, which placed them above the level which entitled them to assistance from social service agencies, but the Vineland and SIB-R results both suggested that each subject would have major difficulties living without support. Subsequent work with the subjects using the literacy-based supports bore this out.

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Des outils pour le réforme à l’intérieur duquel ils présentent le rationnel et les outils qu’ils ont élaborés dans le cadre de l’Enseignement par mediation (E.P.M.) L’E.P.M. est une approche intégratrice que M.M. Bissonnette et Richard ont développé avec Giles Noiseux, professeur à l’Université Laval, sur laquelle s’est appuyé le ministére de l’Éducation du Québec pour construire le referential théorique à la base de ses nouveux programmes d’études axes sur l’approche par competences. Quelles sont les interventions à mettre en place pour developer des competences chez les élèves? S’inspirant des plus récentes etudes en sciences de la cognition et des travaux que nous avons realizes depuis cinq ans dans une vingtaine de commissions scolaires québécoises, cet atelier permettra aux participants d’identifier, à travers différentes mises en situation, les elements essentials permettant de répondre à ces questions de l’heure en education.

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Organizational Flexibility - A Personal Account
Shmuel Rosen

Within organizations, now more global than ever, cultural barriers as well political, social, economical and technological developments call for fast adaptability and organizational flexibility. It is clear that new paradigms have to replace conventional customs. The underlying assumption, based on observation and personal experience described herein, suggests that the rate and intensity with which an organization adapts to changing environmental conditions is mainly a function of personal flexibility of incumbent middle managers in the organization. This assumption has led to a proposition that managers are modifiable, to become more flexible in their thinking processes, through the application of Feuerstein's theory of Structural Cognitive Modifiability and Mediated Learning Experience and his applied systems Instrumental Enrichment and LPAD, the Learning Potential Assessment Device. They gain the cognitive tools and learning capabilities enabling them to face new situations never encountered before, thus coping with the ever-increasing pace of change.

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As far back as 1994 I developed what I call a new paradigm in education: Maximizing human potential through facilitating lifelong learning. This paradigm views learners with enormous potential to learn and to mediate learning towards maximizing this potential. However, if this potential is to be maximized the mediated learning experience has to contain some crucial generators that will deliver maximum power for the enhancement of learning skills. These power generators for learning is fundamental if learning potential is to be maximized and they are essential for all kinds of learning, all levels of learning and all kinds of learners. This paper will expose these three generators and how they enhance learning skills.

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Bahia Applies Reuven Feuerstein's IE
Eraldo Tinoco & Clelia Melo

We can see an increasing valorization of presuppositions of a cognitive society that stimulates all its members to develop, continuously, knowledge, abilities, competence and attitudes, taking on as a main challenge to learn how to learn.

In researches about cognitive development, authorities from Bahia turned their attention to attested methodologies, which are being applied, successfully in different countries in the world.

In Bahia, the "Educate for Winning" Program, a proposal from the State of Bahia’s Government / Secretary of Education, implants bases to strengthen Education. Among the strategies that propel this proposal is the PEI - Instrumental Enrichment Program - that has been part of the curriculum of Middle Schools of the Public School Net of the State of Bahia since 1999. It has the purpose of redeeming, among the students and Education professionals, the belief that the human potential can be continuously developed.

The Instrumental Enrichement, organized by the Israeli psychologist Reuven Feuerstein, has its theoretical bases in the Structural Cognitive Modifiability and in the Mediated Learning Experience. It is a pedagogical program, an applicable system that promotes experiences and ways of life. It comprises 14 Instruments, each one of them directed to exercise different cognitive functions, enabling the fulfillment of a whole cognitive repertoire, which contains all the basic operations, and the more abstracts ones as well, using verbal and non-verbal language.

In 1999, the PEI was implemented in 18 Middle Schools belonging to the Public School Net of the State of Bahia, located in 17 municipalities of the State of Bahia. It has been applied to approximately 15, 580 (fifteen thousand, five hundred an eighty) students by 472 (four hundred and seventy-two) Education professionals, trained by the Authorized Training Center of Bahia - ATC/Ba - to act as appliers/mediators of the PEI.

In 2000, the PEI was extended to more 46 (forty-six) schools in the same municipalities of 1999, amounting to 64 schools. This meant the application of the program to approximatety 75,319 (seventy thousand, three hundred and nineteen) students by 1,706 (one thousand seven hundred and six) Education professionals trained by the Authorized Training Center of Bahia - ATC/Ba - to act as appliers/mediators, some of the PEI I and others of the PEI II.

In 2001, the PEI has been spread over more 45 (forty-five) schools, totaling 109 (a hundred and nine) schools. This means that the PEI is being applied to about 150,000 (a hundred and fifty thousand) students by 2,495 (two thousand four hundred and ninety-five) professionals trained by the Authorized Training Center of Bahia - ATC/Ba in PEI I and PEI II.

The goals for the IE’s application, setting up for the first five years, foresee the implementation of the IE in 524 (five hundred twenty four) schools, considering about 5,164 (five thousand and one hundred and sixty-four) teachers and 520,000 (five hundred and twenty thousand) of students.

To attend the nature of a cognitive project like PEI multiple actions need to be taken concomitantly. About 85 courses of Formation in PEI I and PEI II have already been given to Middle School teachers of the Public School Net of the State of Bahia held at three different nucleus: one in the Capital of the State and two in the municipalities of Bahia’s up country. Visits to the schools located in twenty-six different municipalities, with planning meetings of PEI classes, interviews, courses, seminars etc. are planned activities carried out by supervisors of the ATC/Ba. Evaluation studies follow all the implementation process of the PEI, with the purpose of accessing the effectiveness of this implementation in relation to the cognitive potential development of the teachers and the students. The investigation is being carried on by sampling in Middle Schools of the Capital and of the countryside among students attending day and evening classes, with the application of data collecting instruments, which provide qualitative and quantitative evaluation in experimental groups (made up by students from schools where the PEI is being applied) and in control groups (made up by students from school where the PEI has not been applied yet).

The expansion of the PEI in Bahia is irreversible. The PEI coordinated by ATC/Ba has already been applied to professionals/apprentices of enterprises like COPENE – Northeast Petrochemical S/A – and studies on its application have been requested by other institutions.

The application of the PEI to Middle School students is justified because it is in consonance with the philosophical and pedagogical principles of the Middle School Reform elaborated by the Ministry of Education, reflecting the search of universal values, redeeming the motivation of a generation of students and educators in the search of knowledge essential to the constant integration of man in a world of such quick transformations.

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Feuerstein's Instrumental Enrichment and the Development of Wisdom and Character
Myron Tribus & Louis Falk

Education that focuses exclusively on knowledge and know-how is limited in its impact--likely to be of restricted value to the learner and to the larger social context to which it is applied. Vocational training in particular has been concerned with enhancing the student's ability to learn and to do. However, we believe that wisdom and character are just as critical at the vocational training level as are knowledge and skills. We will show, using Feuerstein's Instrumental Enrichment Program (FIE) that the strategies for teaching thinking skills contribute to important elements of problem solving that bring decision-making into the realm of character development, and thus enhance knowledge and know-how. This paper discusses the evidence for such improvement, the theoretical reasons we expect it to be so, and the conceptual and methodological structures to bring it about.

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Pro-Active e-Learning: Pushing the Limits of Education Delivery
Keith Wilson and Rima Aristocrat

Much of learning today is facilitated through the use of computers. However, a great deal of e-Learning delivery is simply the presentation of facts or concepts in an online form. This has greatly improved access to learning resources but few e-Learning solutions meet the expectations of learners themselves. In an era of decreased budgets and increased work turnover, it is imperative that learning solutions be more effective and efficient. To this end, this talk will focus on the development and evaluation of the personal e-Learning space, using artificial intelligence to bring a completely customized learning environment to the student; anywhere, anytime. This method of optimized instruction predicts learning behaviour and will decrease learning time and increase retention by bringing Internet technologies much closer to the instructor-led experience.

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A Model for Systemic Implementation of Feuerstein's Instrumental Enrichment
Martha Wood

In June 2000, the Southeastern center for the Enhancement of Learning was awarded a Title VI Grant by the Georgia Department of Education for a Pilot Program for Cognitive Enrichment using Reuven Feuerstein's Instrumental Enrichment. Since an important goal of the Pilot Program was to provide support for wider implementation, a "Model for Systemic Implementation" was developed. The model is designed to foster continuation beyond the Pilot Program. In addition to the standard teacher training and follow-up classroom observations, the Model calls for three additional components which are sometimes not included in a pilot: A research design component, a public relations component, and a continuation component which includes providing support for at least one person to become a trainer. The focus of this presentation will be on the importance of these last three components.

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