Feuerstein recognized Binet’s true purpose in conceiving the IQ test. He knew that the “ability to learn” should be evaluated before measuring a child’s acquired knowledge and intellectual skills. Reuven Feuerstein was a man who could sense the future and who recognized the reality of brain plasticity before the phrase was known and popularized. Feuerstein was able to demonstrate to the world that social and cultural understanding is as important as our biological development.
Students learning in a second language are now common in schools, worldwide. What is the true learning potential of these children?
Reuven Feuerstein would know. He developed new teaching tools in which skills were linked to concepts that worked and had meaning. In this learning format a child could not only develop learning skills but think creatively about his learning, too.
Feuerstein wanted each child to have a fair chance during the evaluation period. In his own evaluations, he shifted the main emphasis so that an evaluation no longer offered a static, immovable summary of a child’s intelligence. By integrating cultural, social, and emotional intelligence, Feuerstein instead placed the emphasis on identifying the individual child’s strengths and weaknesses to demonstrate how that particular child can learn.
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