Mediated learning experience and psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student learning

Abstract

Abstract This article suggests new directions for learning theory and cognitive education based on the combination of Vygotsky's "psychological tools" paradigm and Feuerstein's mediated learning experience (MLE) approach. Cognitive functions required by formal schooling do not appear spontaneously. Moreover, their development can be impeded by both an insufficient amount of MLE and by a lack of experience with the higher order psychological tools. Thus, cognitive education should become an integral part of school curricula and teacher development.