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Wong, S. S., & Seng, S. H. (2000). Mediating cognitive functions in childrens. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 106-115). Singapore: Educational Research Association.
In the knowledge-based economy, the creation and innovative application of knowledge rather than the retention and rigid application of knowledge differentiates between those who excel and those who try to survive in this new economy. Singapore in its drive to join the ranks of the other societies in this revolution of the 21st century also attempts to rally and educate its citizens to excel in this new economy. The information technology available in the 21st century also makes knowledge obsolete as quickly as it is created and disseminated. Therefore, it is crucial to do more than just remembering information. This calls for a re-conceptualisation of our learning models. The purpose of this paper is to introduce a learning model that will address these new challenges faced by us in this new economy, namely, Professor Feuerstein’s Theory of Structural Cognitive Modifiability. The main thesis of the Theory of Structural Cognitive Modifiability is that “all human characteristics, including personality, cognition, and behaviour are modifiable states, regardless of etiology, age, or severity of the condition” (Feuerstein & Rand, 1997). Techniques of applying this model in educating a child via mediating his or her cognitive functions or thinking processes will be discussed and showed. Finally, implications for thinking in the new economy will also be addressed.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
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