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Abstract

The theory of Structural Cognitive Modifiability, and its applied systems, are
for decades a reference point for the Italian school. In recent years, the issue
of foreign students’ integration, and the intercultural challenges, give
these instruments a possibility of application, perhaps new to us, but always
central and foundational in Feuerstein’s experience: foster the inclusion of
young immigrants into society, make sure that the change brought about by
the migration process becomes a source of cognitive modifiability and
learning motor. It becomes crucial, in this context, the mediation of feeling
of competence.