“Learning flourishes when we take what we think we know and offer it as community property among fellow learners so that it can be tested, examined,
challenged, and improved before we internalize it.”1 (Shulman, 1999, p. 12). This quotation summarizes the intent of this paper and its theme, Cognitive Literacy. The creation of the term cognitive literacy is not an attempt to create a new theory or program. Rather, it is proposed to suggest a way to facilitate the understanding of a theory that articulates the practical reality of human intelligence and its function and power in the individual. Professor Reuven Feuerstein’s Theory of Structural Cognitive Modifiability and Mediated Learning Experience provide the elements to articulate these phenomena. |