On the premise that all children can learn, Reuven Feuerstein developed a classroom curriculum designed to build the cognitive functions of students diagnosed by others as incapable of learning. His program, Instrumental Enrichment (IE), provides students with the concepts, skills, strategies, operations, and techniques necessary to become independent thinkers. These nine essays advocate education systems that consider intellectual power as their end rather than their means. The first section of the book discusses the contribution of two theorists to the concept of cognitive development, including Feuerstein's discussion of Structural Cognitive Modifiability and Mediated Learning Experience. The second section summarizes studies on the effects of IE. The third section addresses the implementation of IE, including studies that pertain to at-risk students. The essays are: (1) "Intervention Programs for Low Performers: Goals, Means, and Expected Outcomes" (R. Feuerstein and others); (2) "Mediated Learning: The Contributions of Vygotsky and Feuerstein in Theory and Practice" (B. Presseisen and A. Kozulin); (3) "Empirical Status of Feuerstein's 'Instrumental Enrichment' (FIE) Technique as a Method of Teaching Thinking Skills" (J. M. Savell and others); (4) "Project Highlights: Cognitive Education Project" (R. Mulcahy and associates); (5) "Reviving Thought Processes in Pre-Adolescents. Towards a Dynamic Conception of Intelligence: Is It Possible to Learn How To Think?" (R. Debray); (6) "Combining Instrumental Enrichment and Creativity: Socioemotional Development for Disadvantaged Gifted in Soweto: Part I and Part II" (M. Skuy and others); (7) "Cognitive Development through Radical Change: Restructuring Classroom Environments for Students At Risk" (B. Z. Presseisen and others); and (8) "Implementation of Instrumental Enrichment and Cognitive Modifiability in the Taunton Public Schools: A Model for Systemic Implementation in U.S. Schools" (J. R. Williams and W. L. Kopp). Each essay includes references. (SW)