What if curriculum design could seamlessly integrate cognitive processes to foster responsible, ethical citizens who are resilient problem-solvers, independent thinkers and contributors to society? This is precisely the goal of cognitive education.
What is intelligence? Is it fixed, or can it be developed? Does academic success always lead to achievement in life? How do we define success? Are schools effectively preparing today's learners for the complexities of the modern world? These are the types of thought-provoking questions explored during Coffee and Cognition, a four-part series of discussions held at Bellavista School, where parents gather to expand their understanding and actively invest in their children's education.
When asked about the primary role of a school, an AI-generated response states:
"The primary role of a school is to provide a structured and organized learning environment where children can acquire knowledge, develop cognitive skills, and enhance their academic performance, preparing them for future educational pursuits and contributing to society."
This response highlights the traditional focus on knowledge acquisition and academic performance. In primary school, educators emphasise literacy and numeracy as foundational skills, while high school teachers often structure instruction around exam preparation. However, in an era where information is more accessible than ever, learners are inundated with vast amounts of content. The challenge is no longer access to information, but rather the ability to critically evaluate, analyse, compare sources, problem-solve and determine reliability. Are educational institutions adapting their curricula to keep pace with these rapid advancements?
Many educators feel pressured to cover extensive content and meet prescribed learning outcomes. However, what if curriculum design could seamlessly integrate cognitive processes to foster responsible, ethical citizens who are resilient problem-solvers, independent thinkers and contributors to society? This is precisely the goal of cognitive education.
At Bellavista School, cognitive education underpins all instructional practices, drawing on the evidence-based theories of the late Professor Reuven Feuerstein and his colleague, Professor Emerita Katherine Greenberg. Feuerstein's work is anchored in two key concepts: Structural Cognitive Modifiability (SCM) and the Mediated Learning Experience (MLE). SCM asserts that cognitive abilities are not fixed; rather, individuals, regardless of age or limitations, can develop new neural pathways and enhance cognitive function. Modern neuroimaging research supports this principle, demonstrating the brain's capacity for neuroplasticity. SCM fosters an optimistic view of learning, affirming that every individual has the potential for cognitive growth and meaningful change.
The MLE serves as the mechanism for facilitating this cognitive transformation. Feuerstein defines MLE as:
"The quality of human-environment interaction that results from the changes introduced in this interaction by a human mediator who interposes him/herself between the receiving organism and the sources of stimuli" (Feuerstein, 2003, p. 23).
In this process, an educator, therapist or parent mediates the learner's experience by framing, guiding, questioning and drawing connections. This structured intervention encourages learners to explore their thought processes, solve problems, set goals and develop independent reasoning skills.
A crucial component of cognitive education is metacognition, a core executive functioning skill that plays a central role in Professor Barry Carpenter's Recovery Curriculum Theory (Carpenter & Carpenter, 2020). Metacognition requires individuals to think about their own thinking processes; essentially, to pause and reflect on how they learn. Feuerstein's Instrumental Enrichment programme emphasises this with the phrase:
"Just a moment...let me think!"
Beyond metacognition, learners must also cultivate metastrategic thinking, which involves developing a personalised set of learning strategies. By identifying what works best for them individually, learners become more confident and capable of tackling academic, vocational, emotional, and social challenges (Greenberg, 2000).
Building upon Feuerstein's theories, Professor Katherine Greenberg developed the Cognitive Enrichment Advantage (CEA) approach, a structured method for fostering a shared language of thinking and learning. CEA promotes consistency and collaboration among educators, students, parents and other stakeholders by ensuring that cognitive processes are explicitly named and reinforced. Greenberg envisions the classroom as a "laboratory for learning", a space where students engage in reflective, independent and interdependent learning experiences (Greenberg, 2000, p. 15).
CEA integrates best practices in cognitive education with a strong emphasis on metastrategic knowledge, enabling students to develop and refine their own learning strategies. The approach is structured around 12 building blocks of thinking, which focus on cognitive processes essential for effective reasoning and 8 tools of learning, which address the emotional and motivational aspects of learning (Greenberg, 2000). Feuerstein emphasises that cognition and emotion are interconnected, with mediation serving as the bridge between the two. Thus, a well-rounded educational approach must consider both cognitive and affective-motivational dimensions.
The ultimate goal of a mediated learning experience is to empower learners to think independently, rendering the mediator's role unnecessary over time. By guiding students to ask questions, analyse information, and problem-solve, they are equipped with lifelong skills - not simply teaching them what to think, but how to think.
For more information on cognitive education visit www.bellavista.org.za. To explore upcoming training, courses, and workshops, visit the Bellavista S.H.A.R.E website.
References
Carpenter, Barry, and Matthew Carpenter. 2020. "A Recovery Curriculum: Loss and Life for our children and schools post pandemic." Evidence for Learning. https://www.evidenceforlearning.net/recoverycurriculum/#mentalhealth.
Feuerstein, Reuven. 2003. Feuerstein's Theory and Applied Systems: A Reader. Jerusalem, Israel: The International Center for the Enhancement of Learning Potential.
Greenberg, Katherine H. 2000. The Cognitive Enrichment Advantage Teacher Handbook. Illinois: SkyLight Professional Development.